Handbook of research on computer mediated communication
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Information Science Reference
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| 245 | 1 | 0 | |a Handbook of research on computer mediated communication |c Sigrid Kelsey ... (eds.) |
| 246 | 1 | 3 | |a Computer mediated communication |
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| 650 | 4 | |a Computer-assisted instruction | |
| 650 | 4 | |a Communication and technology | |
| 650 | 4 | |a Information technology |x Social aspects | |
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Datensatz im Suchindex
| _version_ | 1804138539004198912 |
|---|---|
| adam_text | TABLE OF CONTENTS FOREWORD XXXV PREFACE XXXV II SECTION I CMC APPROACHES
TO EDUCATION AND INSTRUCTION VOLUME I CHAPTERI THE UNTAPPED LEARNING
POTENTIAL OFCMC IN HIGHER EDUCATION 1 CHERYL AMUNDSEN, SIMON FRASER
UNIVERSITY, CANADA ELAHE SOHBAL, SIMON FRASER UNIVERSITY, CANADA CHAPTER
11 AFFECTIVE COLLABORATIVE INSTRUCTION WITH LIBRARIANS 15 LESLEY S. J.
FARMER, CALIFORNIA SLALE UNIVERSITY, USA CHAPTERIII PREPARING
PARTICIPANTS FOR COMPUTER MEDIATED COMMUNICATION 25 ROBERL JORDAN, US
BUREAU 01LABOR SLALISTICS, USA CHAPTERIV LEARNING AND TEACHING WITH CMC
IN THE U.S. HIGHER EDUCATION ARENA 34 ALLISON V.LEVEL, COLORADO SLALE
UNIVERSITY, USA AMY E. HOSELH, COLORADO SLALE UNIVERSITY, USA CHAPTERV
HUMAN COMPUTER INTERACTION AND THE BEST MIXES OF FACE-TO-FACE E-L
NTERACTIONS IN EDUCATIONAL SETTINGS 49 BOLANIE A. OLANIRAN, TEXAS TECH
UNIVERSITY, USA CHAPTERVI HIGHER EDUCATION S USE OFCOURSE MANAGEMENT
SOFTWARE 62 APRYL C. PRICE, TEXAS A&M UNIVERSITY, USA CHAPTERVSS COMPUTER
MEDIATED LEARNING: APPLYING BURKE S PENTAD 73 ALISON RUTH, GRIFFITH
UNIVERSITY, AUSTRALIA CHAPTERVSSI EMERGENT NETWORKS IN COMPUTER-SUPPORTED
GROUPS 87 MICHAEL A. STEFANONE, STATE UNIVERSIFY OFNEW YORK AT BUFFALO,
USA CHAPTER IX CMC AND E-MENTORING IN MIDWIFERY 103 SARAH STEWART,
UNIVERSITY OF QUEENSLAMI, AUSTRALIA CHAPTERX STAY TUNED FOR PODCAST U
AND THE DATA ON M-LEARNING 114 DEHORAH VESS, GEORGIA COLLEGE & STATE
UNIVERSITY, USA MICHAEL GASS, GEORGIA COLLEGE & STATE UNIVERSITY, USA
CHAPTERXI COMPUTER MEDIATED COMMUNICATION AND MULTIMODAL INSTRUCTION IN
HIGHER EDUCATION 128 J. PATRICK WILLIAMS, COLLEGE OFSTATEN ISLAND CITY
UNIVERSITY OFNEW YORK, USA HSIN-LIANG CHEN, UNIVERSITY OF MISSOURI AT
COLUMHIA, USA CHAPTER XII MILLENNIUM LEADERSHIP LNC.: A CASE STUDY OF
COMPUTER AND LNTERNET-BASED COMMUNICATION IN A SIMULATED ORGANIZATION ;
146 STACEY L. CONNAUGHTON, RUTGERS UNIVERSITY, USA BRENT D. RUHEN,
RUTGERS UNIVERSITY, USA CHAPTERXISS HIGHER ORDER THINKING IN ONLINE
COURSES 167 KIF HANG LEUNG, MCGILL UNIVERSITY, CANADA SECTION SS
CREDIBILITY AND IDENTITY IN CYBERSPACE CHAPTER XIV . SHIFTING TRENDS IN
EVALUATING THE CREDIBILITY OF CMC 185 SHAWN APOSTEL, MICHIGAN
TECHNOLOGICAL UNIVERSITY, USA MOE FOLK, MICHIGAN TECHNOLOGICAL
UNIVERSITY, USA CHAPTERXV TEACHING CREDIBILITY OF SOURCES IN AN AGE OF
CMC 196 ERIN BOWER, SONOMA STATE UNIVERSITY, USA KAREN BRODSKY, SONOMA
STATE UNIVERSITY, USA CHAPTERXVI COMPOSING IDENTITY IN ONLINE
LNSTRUCTIONAL CONTEXTS 207 KEVIN ERIC DEPEW, OLD DOMINION UNIVERSITY,
USA CHAPTER XVII COMPUTER MEDIATED NEGOTIATIONS AND DECEPTION 220
GABRIEL A. GIORDANO, UNIVERSITY OF NAVARRA, SPAIN JASON STONER, OHIO
UNIVERSITY, USA ROBYN L. BROUER, HOFSTRA UNIVERSITY, USA JOEY F. GEORGE,
FLORIDA STATE UNIVERSITY, USA CHAPTER XVIII CMC AND THE NATURE
OFHUMAN/MACHINE INTERFACE 230 GERALD S. GREENBURG, OHIO STATE
UNIVERSITY, USA CHAPTERXIX BUILDING IDENTITY THROUGH ONLINE
COLLABORATION 240 JANICE M KRUEGER, CLARION UNIVERSITY OF PENNSYLVANIA,
USA CHAPTER XX REVIEWER MOTIVATIONS, BIAS, AND CREDIBILITY IN ONLINE
REVIEWS 252 JO MACKIEWICZ, AUBURN UNIVERSITY, USA CHAPTERXXI THE
PSYCHOLOGY OF PERSONAL WEB SITES 267 KARL-HEINZ RENNER, OTTO-FRIEDRICH
UNIVERSITY OF BAMBERG, GERMANY ASTRID SCHUETZ, CHEMNITZ UNIVERSITY
OFTECHNOLOGY, GERMANY CHAPTER XXII PERSUASIVE DESIGN 283 PER F. V HASLE,
AALBORG UNIVERSITY, DENMARK ANNE-KATHRINE KJCER CHRISTENSEN, AALBORG
UNIVERSITY, DENMARK CHAPTER XXIII DECEPTIVE COMMUNICATION IN
E-COLLABORATION 297 JOEY F. GEORGE, FLORIDA STATE UNIVERSITY, USA KENT
MARETT, WASHINGTON STATE UNIVERSITY, USA SECTION III CMC, COMMUNITY, AND
INFORMATION EXCHANGE CHAPTER XXIV MULTITASKING CMC TO STUDY CONNECTED
ORGANIZATIONS 309 J PATRIEK BIDDIX, VALDOSTA STATE UNIVERSITY, USA
CHAPTERXXV SENSE OF VIRTUAL COMMUNITY 325 ANITA BLANEHARD, UNIVERSITY OF
NORTH CAROLINA, USA CHAPTER XXVI TOWARDS A COMMUNICATION-BASED APPROACH
TO CYBER-BULLYING 339 ARTEMIO RAMIREZ, JR., THE OHIO STATE UNIVERSITY,
USA MATTHEW S. EASTIN, THE UNIVERSITY OFTEXAS AT AUSTIN, USA JENNIFER
CHAKROFF LASEIL COLLEGE, USA VINEENT CIEEHIRI/LO, THE OHIO STATE
UNIVERSITY, USA CHAPTER XXVIT PUBLISHING AN INTERNET E-ZINE 353 JOE E.
BUMS, SOUTHEASTEM LOUISIANA UNIVERSITY, USA DIANNA LAURENT, SOUTHEASTEM
LOUISIANA UNIVERSITY, USA CHAPTER XXVITI COMUNICATING ELECTRONICALLY
WHEN TOO FAR AWAY TO VISIT 365 ZEYNEP CEMALEI/AR, KOE UNIVERSITY, TURKEY
CHAPTER XXIX WEBCOM: A MODEL FOR UNDERSTANDING WEB SITE COMMUNICATION
379 MIKKEL GODSK, UNIVERSITY OF AARHUS, DENMARK ANJA BEEHMANN PETERSEN,
UNIVERSITY OF AARHUS, DENMARK CHAPTERXXX VIRTUAL COLLABORATION IN
IMMERSIVE AND NON-IMMERSIVE VIRTUAL ENVIRONMENTS 401 ROSANNA E.
GUADAGNO, THE UNIVERSITY OF ALABAMA, USA KATRIN ALLMENDINGER, FRAUNHOFER
INSTITUTE FOR INDUSTRIAL ENGINEERING, GERMANY CHAPTER XXXI P2P FILE
SHARING- THE LIFE AND DEATH OF GNUTELLA 411 DANNY HUGHES, LANEASTER
UNIVERSITY, UK JAMES WALKERDINE, LANEASTER UNIVERSITY, UK CHAPTER XXXIT
KNOWLEDGE COMMUNICATION WITH SHARED DATABASES 424 JOAEHIM KIMMERLE,
UNIVERSITY OFTUEBINGEN, GERMANY ULRIKE CRESS, KNOWLEDGE MEDIA RESEARCH
CENTER, GERMANY CHAPTER XXXIII TERMINOLOGICAL OBFUSCATION IN ONLINE
RESEARCH 436 PATRICIA G. LANGE, UNIVERSITY 0/ SOUTHERN CALIFORNIA, USA
CHAPTER XXXIV DISCOURSE AND NETWORK ANALYSES OF LEARNING CONVERSATIONS
451 H L. LIM, THE PETROLEUM INSTITUTE, UAE FAY SUDWEEKS, MURDOCH
UNIVERSITY, AUSTRALIA CHAPTER XXXV SOCIAL INFLUENCE AND COMPUTER
MEDIATED COMMUNICATIONS 477 BRADLEY M OKDIE, THE UNIVERSITY 0/ ALABAMA,
USA ROSANNA E GUADAGNO, THE UNIVERSITY 0/ ALABAMA, USA CHAPTER XXXVI
DIVERGENT NEWS MEDIA IN COMPUTER MEDIATED NEWS COMMUNICATION 492 MICHAEL
OPGENHAFFEN, LESSIUS UNIVERSITY COLLEGE, BELGIUM VOLUME 11 CHAPTER
XXXVII COMPUTER MEDIATED COLLABORATION 508 BARRIE JO PRICE, THE
UNIVERSITY 0/ ALABAMA, USA CHAPTER XXXVIII ACEESSIBLE DESIGN FOR
COMMUNIEATION ON THE WEB 527 DAVID ROBINS, KENT STATE UNIVERSITY, USA
CHAPTER XXXIX AN ANALYSIS OF A DEEADE OF RESEARCH PUBLISHED IN THE
JOURNAL 0/ COMPUTER-MEDIATED COMMUNICATION 541 JAMIE S. SWITZER,
COLORADO STATE UNIVERSITY, USA CHAPTERXL THE USE OF STORY IN BUILDING
ONLINE GROUP RELATIONSHIPS 551 STEPHEN THORPE, AUCKLAND UNIVERSITY
O/TECHNOLOGY, NEW ZEALAND CHAPTERXLI FORM AND FUNETION
OFMETACOMMUNIEATION IN CMC 570 MIRJAM WEDER, UNIVERSITY 0/ BASEL,
SWITZERLAND CHAPTER XLII DIGITAL STORYTELLING FROM ARTIFIEIAL
INTELLIGENEE TO YOU TUBE 587 JULIE D. WOLETZ, JOHANN WO/FGANG GOETHE
UNIVERSITY, GERMANY CHAPTER XLIII CMC FOR THE ENHANCEMENT OF
PSYCHOTHERAPY 602 MARKUS WOLF, UNIVERSITY HOSPITAL HEIDELBERG, GERMANY
STEPHANIE BAUER, UNIVERSITY HOSPITAL HEIDELBERG, GERMANY CHAPTER XLIV
MODERATING DISCUSSION GROUPS USING COMPUTER MEDIATED COMMUNICATION 619
MAURI P. COLLINS, UNIVERSITY O/NEVADA LAS VEGAS, USA ZANE L. BERGE,
UNIVERSITY 0/ MARYLAND, BALTIMORE COUNTY, USA CHAPTERXLV LOCATING
PRESENCE AND POSITIONS IN ONLINE FOCUS GROUP TEXT WITH STANCE-SHIFT
ANALYSIS 634 BOYD DAVIS, UNIVERSITY 0/ NORTH CAROLINA-CHARLOTTE, USA
PEYTON MASON, LINGUISTICS INSIGHTS, INC., USA CHAPTER XLVI THE IMPACT
OFPERSONALITY ON VIRTUAL TEAM CREATIVITY AND QUALITY 647 ROSALIE J
OCKER, THE PENNSYLVANIA STATE UNIVERSITY, USA CHAPTER XLVII E-MENTORING:
AN EXTENDED PRACTICE, AN EMERGING DISCIPLINE 656 ANGELICA RISQUEZ,
UNIVERSITY 0/ LIMERICK, IRELAND SECTION IV TOOLS AND TECHNOLOGIES
RELATED TO CMC CHAPTER XLVIII PODCASTIA: IMAGINING COMMUNITIES OF
POD-PEOPLE 679 JONATHAN COHN, UCLA, USA CHAPTER XLIX E-MAIL DISTRIBUTION
LISTS IN ADULT LEAMING: A HISTORICAL PERSPECTIVE 690 MAURI P. COLLINS,
UNIVERSITY 0/ NEVADA LAS VEGAS, USA ZANE L. BERGE, UNIVERSITY 0/
MARYLAND, BALTIMORE COUNTY, USA CHAPTERL THE USE OFCMC TECHNOLOGIES IN
ACADEMIC LIBRARIES 705 COURTNEY D. CRUMMETT, NATIONAL LIBRARY 0/
MEDICINE, NATIONAL INSTITUTES 0/ HEALTH, USA ANNA H PERRAULT, SOUTH
FLORIDA UNIVERSITY, TAMPA, USA CHAPTERLI BLOGS - A COMPUTER MEDIATED
COMMUNICATION TOOL FOR VIRTUAL TEAM COLLABORATION 720 ASHOK DARISIPUDI,
BALL STATE UNIVERSITY, USA SUSHIL K. SHARMA, BALL STATE UNIVERSITY, USA
CHAPTER LII CORPORATE BLOGGING 73 I UMA DORAISWAMY, WESTERN KENTUEKY
UNIVERSITY, USA CHAPTER LIII SEEK AND YE SHALL FIND 740 SUELY FRAGOSO,
UNISINOS, BRAZIL CHAPTER LIV TURN TAKING IN E-MAIL DISCUSSIONS 755 SAND
RA HARRISON, COVENTRY UNIVERSITY, UK CHAPTERLV INNOVATION AND UTILITY IN
THE OPTICAL TRANSPORT NETWORK 773 ROBERT KARL KOSLOWSKY. INDEPENDENT
SCHOLAR, USA CHAPTER LVI DIGITAL PHOTOGRAPHY 791 ERIE T. MEYER,
UNIVERSITY O/OX/ORD, UK CHAPTER LVII IM S GROWTH, BENEFITS, AND IMPACT
ON COMMUNICATION 804 SARA R%FSKY MAREUS, QUEENS COLLEGE GSLIS, USA
CHAPTER LVIII PODCASTING AND REALLY SIMPLE SYNDICATION (RSS) 815 ANNA C.
MEFADDEN, THE UNIVERSITY 0/ ALABAMA, USA CHAPTER LIX COMPUTER MEDIATED
SPEECH TECHNOLOGY - PERCEPTIONS OF SYNTHETIC SPEECH AND ATTITUDES 831
JOHN W MULLENNIX, UNIVERSITY 0/ PITTSBURGH AT JOHNSTOWN, USA STEVEN E.
STERN, UNIVERSITY 0/ PITTSBURGH AT JOHNSTOWN, USA CHAPTERLX INFORMATION
COMMONS AND WEB 2.0 TECHNOLOGIES: CREATING RHETORICAL SITUATIONS AND
ENACTING HABERMASIAN IDEALS IN THE ACADEMIC LIBRARY 845 ELISABETH PANKL,
KANSAS STATE UNIVERSITY, USA JENNA RYAN, LOUISIANA STATE UNIVERSITY, USA
CHAPTERLXI HUMAN-ROBOT INTERACTION 855 JUTTA WEBER, TEEHNIEAL UNIVERSITY
CAROLO-WILHELMINA 0/ BRUNSWIEK, GERMANY CHAPTER LXII INSTANT MESSAGING
AS A HYPERMEDIUM IN THE MAKING 868 KALEV LEETARU, UNIVERSITY O/I//INOIS,
USA SEETION V CULTURAL AND LINGUISTIC ISSUES IN CMC CHAPTER LXIII CMC
RESEARCH IN LATIN AMERICA AND SPAIN - META-ANALYSES FROM AN EMERGENT
FIELD 883 EDGAR GOMEZ CRUZ, UNIVERSITAT OBERTA DE CATALUNYA, SPAIN
CHAPTER LXIV GLOBAL CULTURE AND COMPUTER MEDIATED COMMUNICATION 901
SUSAN R FUSSELI, CARNEGIE MELLON UNIVERSITY, USA QIPING ZHANG, LONG
ISLAND UNIVERSITY, USA LES/IE D. SETLOCK, CARNEGIE MELLON UNIVERSITY,
USA CHAPTERLXV INNOVATIONS AND MOTIVATIONS IN ONLINE CHAT 917 WENGAO
GONG, NATIONAL UNIVERSITY 0/ SINGAPORE, SINGAPORE VINCENT B. Y. OOI,
NATIONAL UNIVERSITY 0/ SINGAPORE, SINGAPORE CHAPTER LXVI SOLIDARITY AND
RAPPORT IN SOCIAL INTERACTION 934 JUNG-RAN PARK, DREXEL UNIVERSITY, USA
CHAPTER LXVII CHAT ROOMS FOR LANGUAGE TEACHING AND LEARNING 947
CHENG-CHAO SU, NATIONAL TAIWAN COLLEGE 0/ PER/ORMING ARTS, TAIWAN KAREN
GARCIA, UNIVERSITY 0/ MASSACHUSETTS, USA CHAPTER LXVM LINGUISTIC FORMS
AND FUNCTION OFSMS TEXT MESSAGES IN NIGERIA 969 ROTIMI TAIWO, OBA/ERMI
AWOLOWO UNIVERSITY, NIGERIA CHAPTER LXIX LINGUISTICS OFCOMPUTER MEDIATED
COMMUNICATION: APPROACHING THE METAPHOR 983 ROSANNA TARSIERO,
GIONNETHICS, ITALY DETAILED TABLE OF CONTENTS FOREWORD XXXV PREFACE
XXXVI I SECTION I CMC APPROACHES TO EDUCATION AND INSTRUCTION VOLUME I
CHAPTER I THE UNTAPPED LEARNING POTENTIAL OFCMC IN HIGHER EDUCATION 1
CHERYL AMUNDSEN, SIMON FRASER UNIVERSITY, CANADA ELAHE SOHBAT, SIMON
FRASER UNIVERSITY, CANADA THIS CHAPTER ARGUES FOR PROGRAMS THAT SUPPORT
ACADEMICS TO DEVELOP AN UNDERSTANDING OFTHE RELATIONSHIP BETWEEN
TECHNOLOGY AND PEDAGOGY. TO LAY THE GROUNDWORK FOR SUCH AN APPROACH, THE
AUTHORS DOCUMENT HOW NINE INSTRUCTORS AT TWO UNIVERSITIES INTEGRATED A
COMPUTER CONFERENCING TOOL INTO THEIR COURSE DESIGN AND HOW THEIR
STUDENTS REPORTED ACTUALLY USING THE TOOL. THE DATA COLLECTED FROM THIS
PROJECT WAS FURTHER CONSIDERED FROM THE PERSPECTIVE OF VAN AALST S
FRAMEWORK, WHICH PROVIDES A WAY TO EXAMINE ONLINE LEARNING FROM A
COMMUNAL PERSPECTIVE, AND THE AUTHORS EXAMINE THE IMPLICATIONS THIS
RESEARCH HAS FOR ONLINE INSTRUCTION. CHAPTER 11 AFFECTIVE COLLABORATIVE
INSTRUCTION WITH LIBRARIANS 15 LESLEY S. J FARMER, CALIFORNIA STATE
UNIVERSITY, USA AN ACADEMIC LIBRARIAN, LESLEY FARMER EXPLORES HOW
LIBRARIANS CAN COLLABORATE WITH TEACHING FACULTY BY USING THEIR
EXPERTISE WITH INFORMATION. FARMER DISCUSSES PRECONDITIONS FOR
SUCCESSFUL COLLABORATIONS- THAT TEACHING FACULTY APPRECIATE THE
IMPORTANCE OF INFORMATION LITERACY AND THAT THEY NEED TO DEAL WITH
INFORMATION TECHNOLOGY. THE CHAPTER DISCUSSES HOW BEST TO ACHIEVE
TECHNOLOGY ACCEPTANCE IN THE TEACHING FACULTY, APPLYING BLOOM S TAXONOMY
OFTHE AFFECTIVE DOMAIN. FARMER CONCLUDES THAT LIBRARIANS AND FACULTY
MUST INDEED COLLABORATE TO INCORPORATE INFORMATION LITERACY AND
TECHNOLOGY INTO THE CURRICULUM. CHAPTER 111 PREPARING PARTICIPANTS FOR
COMPUTER MEDIATED COMMUNICATION 25 ROBERT JORDAN, US BUREAU 0/ LABOR
STATISTICS, USA THIS CHAPTER PROVIDES A BASIS FOR PREPARING PARTICIPANTS
FOR INTERACTIVE SESSIONS BASED UPON COMPUTER MEDIATED COMMUNICATION
(CMC). THE CHAPTER PROVIDES A STRUCTURED PROCESS FOR ENSURING THAT
PARTICI- PANTS ARE COMFORTABLE AND PREPARED FOR CMC. A CASE STUDY IS
ALSO PROVIDED. CHAPTERIV LEAMING AND TEACHING WITH CMC IN THE U.S.
HIGHER EDUCATION ARENA 34 ALLISON V.LEVEL, COLORADO STATE UNIVERSITY,
USA AMY E. HOSETH, COLORADO SLATE UNIVERSITY, USA THIS CHAPTER PROVIDES
AN OVERVIEW OF CURRENT ISSUES AND TRENDS RELATED TO THE IMPACT AND
INTEGRATION OF COMPUTER MEDIATED COMMUNICATION (CMC) AND TECHNOLOGICAL
INNOVATION IN THE TEACHING AND LEAMING ENVIRONMENTS OF HIGHER EDUCATION
IN THE UNITED STATES. THE AUTHORS PRESENT INFORMATION ON LEAMING
BEHAVIORS, LEARNING STYLES, AND CMC AS AN INFRASTRUCTURE IN THE STUDENT
ENVIRONMENT. CHAPTERV HUMAN COMPUTER INTERACTION AND THE BEST MIXES OF
FACE-TO-FACE E-INTERACTIONS IN EDUCATIONAL SETTINGS 49 BOLANIE A.
OLANIRAN, TEXAS TECH UNIVERSITY, USA THIS CHAPTER EXAMINES THE USE OF
COMPUTER MEDIATED COMMUNICATION (CMC) SYSTEMS IN A TEACHING SET- TING.
THE CHAPTER ARGUES FOR THE COMBINATION OF CMC WITH TRADITIONAL
FACE-TO-FACE INTERACTIONS AS THE BEST CASE SCENARIO FOR INCORPORATING
TECHNOLOGIES INTO NETWORK INTERACTIONS AND FOR FACILITATING STUDENT
LEAMING. THE AUTHOR ALSO IDENTIFIES IMPLICATIONS FOR TEACHERS AND
STUDENTS RESPECTIVELY. THE CHAPTER THEN CONCLUDES WITH IDEAS READERS CAN
DEVELOP OR ADAPT TO THEIR OWN USE AND TO LEAM MORE ABOUT THIS
DEVELOPMENT. CHAPTERVI HIGHER EDUCATION S USE OFCOURSE MANAGEMENT
SOFTWARE 62 APRYL C. PRICE, TEXAS A&M UNIVERSITY, USA PRICE PRESENTS A
BROAD OVERVIEW OF COURSE MANAGEMENT SYSTEMS EMPLOYED AT UNIVERSITIES.
THIS CHAPTER FUNCTIONS AS A PRACTICAL GUIDE FOR ANYONE WISHING TO READ
AN UNBIASED COMPARISON OFTHE MOST POPULAR COURSE MANAGEMENT SYSTEMS. THE
CHAPTER GOES ON TO DISCUSS THE IMPORTANCE OF COURSE MANAGEMENT SYS- TEMS
AS A VITAL COMPUTER MEDIATED COMMUNICATION TOOL, PARTICULARLY FOR
DISTANCE STUDENTS. THE CHAPTER ALSO DETAILS HOW COURSE MANAGEMENT
SYSTEMS HAVE BEEN INTEGRATED INTO TRADITIONAL CAMPUS COURSES TO ENHANCE
COMMUNICATION AS WEIL AS TO TRANSFORM COURSES INTO HYBRID ONLINE-IN
CLASS COURSES. CHAPTERVII COMPUTER MEDIATED LEARNING: APPLYING BURKE S
PENTAD 73 A/ISON RUTH, GRIFFITH UNIVERSITY, AUSTRA/IA RUTH APPLIES
BURKE S DRAMATISTIC ANALYSIS USING THE PENTAD (ACT, SCENE, AGENT,
AGENCY, PURPOSE) TO COMPUTER MEDIATED LEARNING ENVIRONMENTS. THE CHAPTER
PRESENTS AN EXPLANATION OF BURKE S PENTAD AND HOW IT CAN BE APPLIED TO
COMPUTER MEDIATED COMMUNICATION IN A LEARNING ENVIRONMENT. THE CHAPTER S
FINDINGS POSE THAT BURKE S PENTAD IS A VALID FRAMEWORK FOR ANALYZING
MEDIATED LEARNING ENVIRONMENTS, AND THAT A PENTADIC ANALYSIS ON COMPUTER
MEDIATED COMMUNICATION AND LEARNING ENVIRONMENTS WILL PROVIDE EVIDENCE
OFTHE BEST ENVIRONMENTS FOR LEARNING AND INTERACTION. CHAPTER VIII
EMERGENT NETWORKS IN COMPUTER-SUPPORTED GROUPS 87 MICHAEL A. STE/ANONE,
STATE UNIVERSITY 0/ NEW YORK AT BUFFALO, USA THIS CHAPTER PRESENTS A
BROAD OVERVIEW OF SOCIAL NETWORK ANALYSIS, AND GOES ON TO EXPLORE WH
ETHER COM- PUTER MEDIATED COMMUNICATION TOOLS WORK TO INCREASE THE
OVERALL LEVEL OF PARTICIPATION IN LEARNING GROUPS, IN TERMS OF
INCREASING THE DIVERSITY OF RELATIONSHIPS WITHIN THE GROUP. THE CHAPTER
EXPLORES NETWORKING IDEAS SUCH AS CENTRALITY, DENSITY, STRONG AND WEEK
TIES, HOMOPHILY, AND STRUCTURAL EQUIVALENCE, AND HY- POTHESIZES THAT CMC
TOOLS FUNCTION TO SUPPORT EXISTING SOCIAL TIES, RATHER THAN FACILITATING
NEW TIES. CHAPTERIX CMC AND E-MENTORING IN MIDWIFERY 103 SARAH STEWART,
UNIVERSITY 0/ QUEENSLAND, AUSTRALIA THIS CHAPTER PRESENTS A CASE STUDY
OF AN E-MENTORING RELATIONSHIP IN NEW ZEALAND BETWEEN A M IDWIFE AND TWO
PROTEGES. COMPUTER MEDIATED COMMUNICATION WAS USED IN THE MENTORING
RELATIONSHIPS TO OVERCOME THE GEOGRAPHIC ISOLATION IN THE REGION. THE
CHAPTER PRESENTS EXAMPLES FROM THE STUDY AND SUGGESTIONS RESULTING FROM
THE EXPERIENCE. ADVANTAGES AND DISADVANTAGES OF E-MENTORING WHEN
COMPARED WITH FACE-TO-FACE MENTORING ARE DESCRIBED WITH SUGGESTIONS FOR
IMPROVING COMPUTER MEDIATED COMMUNICA- TION IN A MENTORING SITUATION.
THE CHAPTER CAN SERVE AS A PARADIGM FOR THOSE WISHING TO INCORPORATE AN
E-MENTORING PROGRAM. CHAPTERX STAY TUNED FOR PODCAST U AND THE DATA ON
M-LEARNING 114 DEBORAH VESS, GEORGIA COLLEGE & STATE UNIVERSITY, USA
MICHAEL GASS, GEORGIA COLLEGE & STATE UNIVERSITY, USA VESS AND GASS
EXAMINE THE GROWING TREND OFUSING PODCASTING IN HIGHER EDUCATION,
DISCUSSING A VARIETY OF USES FOR AND IMPLICATIONS OF INCORPORATING
PODCASTS INTO TEACHING IN HIGHER EDUCATION. DIFFERENCES BETWEEN
PODCASTING AND FACE TO FACE INSTRUCTION ARE EXAMINED,ADDRESSING
PEDAGOGICAL ISSUES CONCERN- ING THE USE OF PODCASTING. THE CHAPTER ALSO
APPLIES TRADITIONAL EDUCATIONAL PEDAGOGICAL THEORIES, SUCH AS LEARNING
OBJECTS AND GRANULARITY, TOO THE USE OF PODCASTS. FURTHER, THE CHAPTER
PRESENTS A CASE STUDY COMPARING TWO COURSES, ONE UTILIZING PODCASTS, AND
ANOTHER WITHOUT, WITH RESULTS OF GRADES AND STUDENT SURVEYS. THE CHAPTER
PRESENTS RECOMMENDATIONS FOR USING PODCASTING IN A UNIVERSITY SETTING,
BASED ON PREVIOUS RESEARCH AND THE AUTHORS OWN EXPERIENCES. CHAPTERXI
COMPUTER MEDIATED COMMUNICATION AND MULTIMODAL INSTRUCTION IN HIGHER
EDUCATION 128 J. PATRIEK WILLIAMS, COLLEGE 0/ STATEN ISLAND CITY
UNIVERSITY 0/ NEW YORK, USA HSIN-LIANG CHEN, UNIVERSITY 0/ MISSOURI AT
COLUMBIA, USA THE USE OF COMPUTER MEDIATED COMMUNICATION IN HIGHER
EDUCATION IS EXPLORED, ESPECIALLY THE UNEXPECTED CHANGES TO
INSTRUCTIONAL PRACTICES, COURSE DYNAMICS, AND STUDENT OUTCOMES. FOR
EXAMPLE, INSTRUCTORS FINDING THEMSELVES FULFILLING ROLES SUCH AS THAT OF
FACILITATOR IN SYNCHRONOUS ONLINE DISCUSSIONS, CONTENT CREATOR, TECH
SUPPORT TO STUDENTS STRUGGLING WITH TECHNOLOGY, WEB DESIGNER, AND MORE.
THE PRESENCE OF COMPUTER MEDIATED COMMUNICATION IN HIGHER EDUCATION AS
IMPROVED DISTANCE EDUCATION, AND AT THE SAME TIME INCREASES INSTRUCTOR
RESPONSIBILITY AND COMPLEXITY IN PROVIDING SUCCESSFUL INSTRUCTIONAL
OUTCOMES. THE CHAPTER CONCLUDES WITH KEY THEMES AFFECTING THE USE OF
COMPUTER MEDIATED COMMUNICATION IN HIGHER EDUCATION, PROVIDING
RECOMMENDATIONS AND POINTS TO THINK ABOUT WHEN IMPLEMENTING CMC.
CHAPTERXII MILLENNIUM LEADERSHIP INC.: A CASE STUDY OF COMPUTER AND
INTERNET-BASED COMMUNICATION IN A SIMULATED ORGANIZATION 146 STAEEY L.
CONNAUGHTON, RUTGERS UNIVERSITY, USA BRENT D. RUBEN, RUTGERS UNIVERSITY,
USA TECHNOLOGY, COMMUNICATION, LEADERSHIP, AND WORK PROCESSES ARE
INEXTRICABLY LINKED IN CONTEMPORARY ORGANIZATIONS. AN UNDERSTANDING
OFTHESE TOPICS AND AN ABILITY TO APPLY THESE UNDERSTANDINGS IN THE WORK-
PLACE IS BECOMING INCREASINGLY CRITICAL FOR WORKERS IN ALL SECTORS. IN
THIS CHAPTER, WE DISCUSS SOME OFTHE COMPETENCIES THAT ARE VITAL FOR
SUCCESS IN THE CONTEMPORARY WORKPLACE, AND PROVIDE A DESCRIPTION OF ONE
APPROACH TO DEVELOPING THESE SKILLS: A SIMULATED ORGANIZATION DESIGNED
TO CREATE A DYNAMIC CLASSROOM LEARNING ENVIRONMENT. WE EXPLAIN HOW
SIMULATIONS HELP STUDENTS DEVELOP REAL-WORLD COMPETENCIES IN EFFECTIVE
COMMUNICATION AND WRITING PRACTICES IN MEDIATED AND GEOGRAPHICALLY
DISPERSED CONTEXTS, AND WE PRESENT HOW EDUCATORS, STUDENTS, AND
PROFESSIONALS MAY BENEFIT FROM THIS APPROACH. CHAPTER XIII HIGHER ORDER
THINKING IN ONLINE COURSES 167 KU HANG LEUNG, MEGILL UNIVERSITY, CANADA
THIS RESEARCH STUDIES HIGHER ORDER THINKING (HOT) PROCESSES IN
ASYNCHRONOUS DISCUSSIONS SITUATED IN A CAMPUS-BASED COURSE THAT INVOLVED
11 PAIRS OF GRADUATE STUDENTS. IN THESE DISCUSSIONS, STUDENTS EXAMINED
ASSESSMENT STRATEGIES USED FOR TEACHING PURPOSES JOINTLY IN ONE WEEK.
TAKING A GROUNDED THEORY APPROACH, MESSAGES DERIVED FROM DISCUSSIONS
WERE ANALYZED WITH QUALITATIVE AND QUANTITATIVE ANALYSES. THE UNIT OF
ANALYSIS WAS CONCEPT. THINKING ACTS WERE CATEGORIZED INTO COMMUNICATION
SEQUENCES OF INITIATION, RESPONSE AND COMMENT. THESE SEQUENCES WERE
FURTHER CATEGORIZED WITH A 5-DIMENSION TAXONOMY DERIVED FROM THE
PATTERNS OFTHESE ACTS OBSERVED. STATISTICAL ANALYSIS WAS USED TO OBSERVE
THE FREQUENCY OFTHESE CATEGORIES, AND TO VALIDATE THE CATEGORIZATION
CONSISTENCY AMONG CODERS. THE RESULTS STRONGLY SUGGEST THAT HOT EMERGES
WHEN EXISTING IDEAS ARE EXPANDED AND CHANGED, AND WHEN IDEAS ARE
EXPANDED, NEW CONCEPTS EMERGE AS THESE IDEAS ARE PONDERED FROM A WIDER
PERSPECTIVE. THE IMPLICATION IS THAT ONLINE DISCUSSION IS AN EFFECTIVE
LEARNING ACTIVITY WHEN STUDENTS PARTICIPATE. SECTION II CREDIBILITY AND
IDENTITY IN CYBERSPACE CHAPTERXIV SHIFTING TRENDS IN EVALUATING THE
CREDIBILITY OFCMC 185 SHAWN APOSTEL, MICHIGAN TECHNOLOGICAL UNIVERSITY,
USA MOE FOLK, MICHIGAN TECHNOLOGICAL UNIVERSITY, USA THIS CHAPTER TRACES
THE REIFICATION OFBOOK-BASED EVALUATION CRITERIA AND HOW ITS EXALTED
STATUS HAS BEEN UNDERGIRDED BY A MENTALITY THAT REINSCRIBES OLD PATTERNS
OF CREDIBILITY ONTO WHOLLY NEW ENTITIES SUCH AS THE WORLD WIDE WEB.
ADDITIONALLY, THE AUTHORS TRACE THE DEVELOPMENT AND IMPLEMENTATION
OFTHESE BOOK-BASED CRITERIA FROM AN INFLUENTIAL ARTICLE TO THEIR VARIOUS
INCAMATIONS IN THE MLA HANDBOOK, AN EXAMINATION THAT REVEALS HOW CMC HAS
BEEN IGNORED, THEN SEQUESTERED, AND ULTIMATELY EMBRACED, ALBEIT
LUKEWARMLY. FINALLY, THE AUTHORS RECOMMEND USING A RHETORICAL APPROACH
TO SOURCE EVALUATION, WHICH CAN BE EASILY APPLIED TO ASSIGNMENTS IN THE
COMPOSITION C1ASSROOM. CHAPTERXV TEACHING CREDIBILITY OFSOURCES IN AN
AGE OFCMC 196 ERIN BOWER, SONOMA STATE UNIVERSITY, USA KAREN BRODSKY,
SONOMA STATE UNIVERSITY, USA IN 1989, THE AMERICAN LIBRARY ASSOCIATION
ISSUED ITS PRESIDENTIAL COMMITTEE ON INFORMATION LITERACY: FINAL REPORT,
WHICH WAS ESSENTIALLY A CALL-TO-ARMS OUTLINING THE NECESSITY OFTEACHING
OUR YOUNG PEOPLE TO BE INFORMATION SAVVY IN AN INFORMATION-RICH SOCIETY.
THIS CHAPTER, WRITTEN FROM THE PERSPECTIVE OF TWO LIBRARIANS, WILL ARGUE
THAT A QUICKER PEDAGOGICAL REVISION IS NEEDED FOR TEACHING
UNDERGRADUATES THE CONCEPTS OF CREDIBILITY OF INFORMATION CREATED IN AN
ERA OF COMPUTER MEDIATED COMMUNICATION. RE- VIEWING SOME OF THE MAJOR
DEVELOPMENTS THAT HAVE ALTERED THE UNDERSTANDING OF CREDIBLE
INFORMATION, THIS CHAPTER ENCOURAGES EDUCATORS TO ADOPT NEW APPROACHES
TO TEACHING STUDENTS ABOUT THE CREDIBILITY OF CMC-GENERATED SOURCES.
CHAPTERXVI COMPOSING IDENTITY IN ONLINE INSTURCTIONAL CONTEXTS 207 KEVIN
ERIC DEPEW, OLD DOMINION UNIVERSITY, USA THIS CHAPTER EXAMINES THE
STRATEGIES INSTRUCTORS USE TO COMPOSE THEIR INSTRUCTIONAL IDENTITY FOR
ONLINE COURSES. AFTER PROBLEMATIZING THE DISTINCTION COMPUTER-MEDIATED
COMMUNICATION APPLICATIONS AND DIGITAL COMPOSING APPLICATIONS, THE
AUTHOR EXPLAINS THE BENEFITS AND DRAWBACKS OF USING HOTH TYPES OF
APPLICATIONS TO COMPOSE ONE S IDENTITY. TO IIIUSTRATE THE STRATEGIES
THAT INSTRUCTORS USE IN ACADEMIC ONLINE CONTEXTS, THE AUTHOR PRESENTS
TWO CASE STUDIES. THE CHAPTER CONCLUDES WITH COMPOSING STRATEGIES FOR
INSTRUCTORS AND A FUTURE RESEARCH AGENDA FOR THE FIELD. CHAPTER XVII
COMPUTER MEDIATED NEGOTIATIONS AND DECEPTION 220 GABRIEL A. GIORDANO,
UNIVERSITY 01NAVARRA, SPAIN JASON STONER, OHIO UNIVERSITY, USA ROBYN L.
BROUER, HOFSTRA UNIVERSITY, USA JOEY F. GEORGE, FLORIDA STATE
UNIVERSITY, USA THIS CHAPTER EXAMINES COMPUTER NEGOTIATIONS AND
DECEPTION. THE AUTHORS BEGIN BY REVIEWING PAST RE- SEARCH ON
NEGOTIATIONS, COMPUTER MEDIATED COMMUNICATION, AND DECEPTION. THEY THEN
REVIEW A CURRENT STUDY THAT INVESTIGATES BOTH FACE-TO-FACE AND
COMPUTER-MEDIATED NEGOTIATIONS WHERE DECEPTION IS PRES- ENT. THEY
CONCLUDE BY DISCUSSING FUTURE RESEARCH DIRECTIONS THAT WILL ALLOW
UNDERSTANDING IN THIS AREA TO BE FURTHERED. CHAPTER XVIII CMC AND THE
NATURE OF HUMAN/MACHINE INTERFACE 230 GERALD S. GREENBURG, OHIO STATE
UNIVERSITY, USA THIS CHAPTER INVESTIGATES THE PHILOSOPHICAL SIGNIFICANCE
OF COMPUTER MEDIATED COMMUNICATION AND ITS IMPACT ON COMMUNICATION
THEORY. THE AUTHOR DISCUSSES THE MANNER IN WHICH CMC HAS COME TO BE RE-
GARDED AS CYBORG DISCOURSE BY SOME SOCIAL SCIENCE THEORISTS -
FUNDAMENTALLY DIFFERENT IN NATURE FROM PREVIOUS FORMS OF INFORMATIONAL
EXCHANGE. DISSENTING OPINIONS IN WHICH CMC IS VIEWED AS PART OF A
NATURAL EVOLUTIONARY PATTERN ARE ALSO PRESENTED. OTHER ISSUES EXAMINED
INCLUDE THE QUESTION OFWHETHER CMC HELPS US UNDERSTAND WHAT IT MEANS TO
BE HUMAN, AND IDENTIFICATION OF POSSIBLE FUTURE TRENDS. CHAPTERXLX
BUILDING IDENTITY THROUGH ONLINE COLLABORATION 240 JANICE M KRUEGER,
CLARION UNIVERSITY 01 PENNSYLVANIA, USA THIS CHAPTER EXAMINES THE
BENEFITS DERIVED FROM THE USE OF COMPUTER MEDIATED COMMUNICATION
FEATURES OF ONLINE COURSEWARE FOR DISTANCE EDUCATION. THE AUTHOR FOCUSES
ON THE BUILDING OFKNOWLEDGE AND SKILLS OF ACTIVE PARTICIPANTS THROUGH
THE COLLABORATIVE INQUIRY OF DISCUSSION FORUMS. ADDITIONALLY, THE AUTHOR
DEMONSTRATES HOW STUDENTS GROW AS A COMMUNITY OF LEARNERS, THEREBY
GENERATING A COHESIVE GROUP IDENTITY. THIS CHAPTER SUMMARIZES HOW
COMPUTER MEDIATED COMMUNICATION (CMC) IS SEEN AS AN EFFECTIVE TOOL FOR
BUILDING THE NECESSARY KNOWLEDGE, SKILLS, DISPOSITION, AND ATTITUDES
NEEDED BY CANDIDATES OFPROFESSIONAL PROGRAMS TO DISCOVER THEIR
PROFESSIONAL IDENTITY. CHAPTERXX REVIEWER MOTIVATIONS, BIAS, AND
CREDIBILITY IN ONLINE REVIEWS 252 JO MACKIEWICZ, AUBURN UNIVERSITY, USA
ONLINE REVIEWS, EVALUATIONS OF PRODUCTS AND SERVICES WRITTEN BY
CONSUMERS AS OPPOSED TO PROFESSIONAL WRITERS, NOW APPEAR NOT ONLY IN WEB
SITES DEVOTED TO REVIEWS, SUCH AS EPINIONS.COM, BUT ALSO IN SITES OF
PURCHASE, SUCH AS AMAZON.COM. THIS CHAPTER EXAMINES CONSUMERS POSSIBLE
MOTIVATIONS FOR DEVOTING TIME AND EFFORT TOWARD WRITING REVIEWS. PRIOR
RESEARCH ON PRINT REVIEWS SUGGESTS THAT REVIEWERS TEND TO BE POSITIVE IN
THEIR EVALUATIONS. THIS CHAPTER ANALYZED A SAMPIE OF 640 ONLINE REVIEWS
TO SEE WHETHER A SIMILAR POSITIVE BIAS EXISTED. IN ADDITION, THIS
CHAPTER EXAMINES A VARIETY OF EDITING STRATEGIES THAT ONLINE REVIEWERS
USED TO GENERATE AND SUSTAIN CREDIBILITY. THE CHAPTER CONCLUDES WITH
SOME IDEAS FOR GAUGING CREDIBILITY IN CMC GENRES LIKE ONLINE REVIEWS,
SUCH AS ANALYZING THE WAYS THAT CONSUMERS SIGNAL THEIR EXPERTISE RELATED
TO PRODUCTS AND SERVICES. CHAPTERXXI THE PSYCHOLOGY OF PERSONAL WEB
SITES 267 KARL-HEINZ RENNER, OTTO-FRIEDRICH UNIVERSITY 0/ BAMBERG,
GERMANY ASTRID SCHUETZ, CHEMNITZ UNIVERSITY O/TEEHNOLOGY, GERMANY THIS
CHAPTER PRESENTS A PSYCHOLOGICAL APPROACH TO THE EFFECTS OFPERSONAL WEB
SITE ON VISITORS. THE CHAP- TER ARGUES THAT PERSONAL WEB SITES ARE A
TOOL FOR SELF-PRESENTATION AND IDENTITY CONSTRUCTION, PRESENTING
EMPIRICAL AND THEORETICAL POINTS OFVIEW. BASED ON THE DATA, THE CHAPTER
CONCLUDES THAT PERSONAL WEB SITES ARE PRIMARILY USED TO CONVEY AUTHENTIC
IDENTITIES AND PERSONALITY TRAITS, AND THAT THE POPULAR BELIEFTHAT WEB
SITE ARE NARCISSISTIC PLATFORMS DOES NOT GENERALLY APPLY TO THE AVERAGE
WEB SITE OWNER. CHAPTER XXII PERSUASIVE DESIGN 283 PER F. V. HASLE.
AALBORG UNIVERSITY, DENMARK ANNE-KATHRINE KJCER CHRISTENSEN, AALBORG
UNIVERSITY, DENMARK THIS CHAPTER EXAMINES PERSUASIVE DESIGN, THAT IS,
COMPUTER MEDIATED PERSUASIVE COMMUNICATION. THE FIELD IS ALSO OFTEN
DESIGNATED BY THE TERMS PERSUASIVE TECHNOLOGY OR CAPTOLOGY. THE BASIC
CONCEPTS OF THE FIELD ARE INTRODUCED, AND ITS DEVELOPMENT SINCE ITS
INCEPTION IN 1997/1998 IS CHARTED. THE AUTHORS THEN STRIVE TO RELATE
THIS FIELD MORE SYSTEMATICALLY TO COMMUNICATION SCIENCE, AND ESPECIALLY
RHETORIC. IT IS SHOWN HOW A RHETORICAL TURN WITHIN PERSUASIVE DESIGN
CAN PLACE THE FIELD ON ASOUND COMMUNICA- TION-THEORETIC FOOTING. CHAPTER
XXIII DECEPTIVE COMMUNICATION IN E-COLLABORATION 297 JOEY F. GEORGE,
FLORIDA STATE UNIVERSITY, USA KENT MARETT, WASHINGTON STATE UNIVERSITY,
USA MUCH RESEARCH WITHIN THE FIELD OFMIS HAS BEEN DEVOTED TO THE USE OF
COLLABORATIVE TECHNOLOGY BY DECI- SION MAKERS AND THE IMPACT
COMPUTER-MEDIATED COMMUNICATION (CMC) HAS ON COLLABORATIVE WORK. YET,
THERE MAY BE SOME UNINTENDED CONSEQUENCES FOR USERS OF CMC, IF SOMEONE
INVOLVED IN THE JOINT EFFORT DECIDES TO TAKE THE OPPORTUNITY TO DECEIVE
THE OTHERS INVOLVED. IN THIS CHAPTER, WE POSIT THAT CMC OFFERS WOULD-BE
DECEIVERS ADVANTAGES THAT OTHERWISE DO NOT EXIST WITH MORE TRADITIONAL,
RICHER MEDIA, USING PAST RESEARCH AND ESTABLISHED THEORIES TO HELP
EXPLAIN WHY. WE REVIEW SOME OFTHE FINDINGS FROM OUR ONGOING RESEARCH
EFFORT IN THIS AREA AND EXPLAIN HOW DIFFICULT IT IS FOR COMPUTER USERS
TO DETECT DECEPTION, WHEN IT OCCURS. FINALLY, WE DISCUSS HOW THE ART OF
DECEPTION IN COMPUTER-MEDIATED COLLABORATION POTENTIALLY CAN AFFECT BOTH
THE CURRENT EFFORT AND FUTURE EFFORTS OFTHOSE INVOLVED, AND WE OFFER OUR
THOUGHTS ON SOME OF THE FACTORS CMC PRACTITIONERS SHOULD CONSIDER WHEN
TRYING TO COMBAT COMPUTER MEDIATED DECEPTION. SECTION III CMC,
COMMUNITY, AND INFORMATION EXCHANGE CHAPTER XXIV MULTITASKING CMC TO
STUDY CONNECTED ORGANIZATIONS 309 J PATRIEK BIDDIX, VALDOSTA STATE
UNIVERSITY, USA THIS CHAPTER EXAMINES UTILITY OF PAIRING TWO FORMS OF
DIGITAL DATA COLLECTION - NETWORK ANALYSIS AND ELECTRONIC INTERVIEWING -
TO EXPLORE THE STRUCTURE AND MEANING OF COMMUNICATION AT THE INDIVIDUAL
AND ORGANIZATION LEVEL. IN THE CHAPTER, RESEARCH METHODS ARE REVIEWED
INDEPENDENTLY, AND THEN PRESENTED TO- GETHER FOR CONSIDERATION AS A
MIXED APPROACH. TO DEMONSTRATE UTILITY AND CHALLENGE, A STRUCTURAL
ANALYSIS OFHYPERLINKS AMONG COLLEGE STUDENT GROUP WEB SITES IS PAIRED
WITH ELECTRONICALLY CONDUCTED INTERVIEWS. HOWARD S (2002) NETWORK
ETHNOGRAPHY IS ALSO DISCUSSED AS A CONCEPTUAL FRAMEWORK FOR VIEWING THIS
PROJECT. CHAPTERXXV SENSE OF VIRTUAL COMMUNITY 325 ANITA BLANEHARD,
UNIVERSITY OF NORTH CAROLINA, USA THE OBJECTIVES OFTHIS CHAPTER ARE TO
DEFINE THE CONCEPT OFSENSE OFVIRTUAL COMMUNITY (SOVC) THAT AF- FECTS HOW
INDIVIDUALS ACT AND REACT WITHIN ONLINE GROUPS. THE CHAPTER ALSO
EXAMINES WHAT THE POTENTIAL ANTECEDENTS AND OUTCOMES OF SOVC ARE. TO
ACHIEVE THESE OBJECTIVES, THE AUTHOR FIRST EXAMINES HOW THE SOVC
CONSTRUCT HAS DEVELOPED AND OUR CURRENT KNOWLEDGE OF IT. THE AUTHOR THEN
DISCUSSES CURRENT ISSUES AND CONTROVERSIES SURROUNDING SOVC AND PRESENTS
A PROGRAM OF RESEARCH THAT COULD HELP RESEARCHERS DEVELOP THEIR
UNDERSTANDING OF SOVC. CHAPTER XXVI TOWARDS A COMMUNICATION-BASED
APPROACH TO CYBER-BULLYING 339 ARTEMIO RAMIREZ, JR., THE OHIO STATE
UNIVERSITY, USA MATTHEW S. EASTIN, THE UNIVERSITY OFTEXAS AT AUSTIN, USA
JENNIFER CHAKROFF, LASEIL COLLEGE, USA VINEENT CIEEHIRILLO, THE OHIO
STATE UNIVERSITY, USA RAMIREZ ET AL. EXPLORE THE GROWING PROBLEM AMONG
ADOLESCENTS IN SCHOOL OF CYBER-BULLYING. THE CHAPTER FIRST DOCURNENTS
THE PROBLEM FROM A COMMUNICATION-BASED PERSPECTIVE, AND OFFERS A
FOUNDATION FOR ITS STUDY. THE CHAPTER DISCUSSES BULLYING IN A
TRADITIONAL SENSE, AND THEN CONTEXTUALIZES IT WITHIN A COMPUTER MEDIATED
COMMUNICATION SETTING. THE CHAPTER ALSO DISCUSSES EXISTING RESEARCH ON
CYBER-BULLIES AND VICTIMS OF CYBER-BULLYING. CHAPTER XXVII PUBLISHING AN
INTERNET E-ZINE 353 JOE E. BURNS, SOUTHEASTERN LOUISIANA UNIVERSITY, USA
DIANNA LAURENT, SOUTHEASTERN LOUISIANA UNIVERSITY, USA THIS
CHAPTEREXPLORES THE PROCESS AND PROBLEMS OFPUBLISHING THE INTERNET
E-ZINE. THE CONVENTIONS OFTHIS RELATIVELY NEW ELECTRONIC MAGAZINE ARE
NOTED. HOW THE E-ZINE SHOULD WORK IN TANDEM WITH THE WEBSITE IS
EXPLORED. THE CHAPTER CONCLUDES WITH TIPS FOR AVOIDING SPAM FILTERS.
CHAPTER XXVIII COMMUNICATING ELECTRONICALLY WHEN TOO FAR AWAY TO VISIT
365 ZEYNEP CEMALCILAR, KOC UNIVERSITY, TURKEY THIS CHAPTER EXAMINES THE
USE OF COMPUTER-MEDIATED COMMUNICATIONS FOR MAINTENANCE OFLONG-DISTANCE
INTERPERSONAL RELATIONSHIPS AND FOR EXCHANGE OF SOCIAL SUPPORT WHEN
INDIVIDUALS HAVE LIMITED AVAILABILITY FOR PERSONAL FACE-TO-FACE CONTACT.
THE AUTHOR SUMMARIZES RECENT RESEARCH ON THE USE OFCMCS BY PEOPLE IN
TRANSITIONS, SUCH AS INTERNATIONAL STUDENTS MOVING ACROSS CULTURES.
THEN, SPECIFIC FEATURES OF CMCS THAT MAKE THEM FAVORABLE OVER OTHER
COMMUNICATION MEDIUMS ARE DISCUSSED. CHAPTER XXIX WEBCOM: A MODEL FOR
UNDERSTANDING WEB SITE COMMUNICATION 379 MIKKEL GODSK, UNIVERSITY OF
AARHUS, DENMARK ANJA BECHMANN PETERSEN, UNIVERSITY OF AARHUS, DENMARK
THIS CHAPTER PRESENTS A MODEL (WEBCOM) FOR UNDERSTANDING AND ANALYZING
WEBSITE MEDIATED COMMU- NICATION. THE MODEL COMBINES THREE THEORETICAL
APPROACHES-------EOMMUNICATION, MEDIUM, AND ACTIVITY THEORY-INTO ONE
GENERIC MODEL FOR UNDERSTANDING COMPLEX WEBSITE COMMUNICATION SITUATIONS
IN THEIR ENTIRETY. AN ANALYSIS OFYOUTUBE IS CARRIED OUT IN ORDER TO
DEMONSTRATE HOW WEBCOM IS USED AND HOW CULTURAL AND CONTEXTUAL ASPECTS
SHOULD BE TAKEN INTO ACCOUNT IN DESIGNING WEBSITE AND COMPUTER MEDI-
ATED COMMUNICATION. CHAPTERXXX VIRTUAL COLLABORATION IN IMMERSIVE AND
NON-IMMERSIVE VIRTUAL ENVIRONMENTS 401 ROSANNA E. GUADAGNO, THE
UNIVERSITY OF ALABAMA, USA KATRIN ALLMENDINGER, FRAUNHOFER INSTITUTE FOR
INDUSTRIAL ENGINEERING, GERMANY THIS CHAPTER REVIEWED CONTEMPORARY
RESEARCH ON VIRTUAL COLLABORATION. TWO TYPES OFVIRTUAL COLLABORATION
WERE EXAMINED. FIRST, THE AUTHORS REVIEW NEW FINDINGS ON RESEARCH IN
IMMERSIVE VIRTUAL CONFERENCING AND RECENT FINDINGS ON SOCIAL INTERACTION
IN NON-IMMERSIVE VIRTUAL CONFERENCING. THE CHAPTER THEN CONCLUDES WITH
SPECULATION ABOUT THE FUTURE TRENDS IN VIRTUAL COLLABORATION. CHAPTER
XXXI P2P FILE SHARING- THE LIFE AND DEATH OF GNUTELLA 411 DANNY HUGHES,
LANCASTER UNIVERSITY, UK JAMES WALKERDINE, LANCASTER UNIVERSITY, UK THIS
CHAPTER DISCUSSES THE EMERGENCE OF PEER-TO-PEER (P2P) SYSTEMS AS A
MEDIUM FOR COMPUTER MEDI- ATED COMMUNICATION AND HOW THESE SYSTEMS HAVE
EVOLVED TO TACKLE NEW CHALLENGES. THIS IS DONE IN THE CONTEXT OF A
CASE-STUDY OF GNUTELLA, ONE OF TODAY S MOST SIGNIFICANT PEER-TO-PEER
FILE SHARING SYSTEMS. THE CHAPTER CONCLUDES WITH A DISCUSSION OF
POTENTIAL FUTURE TRENDS FOR P2P BASED COMPUTER MEDIATED COMMUNICATION.
CHAPTER XXXII KNOWLEDGE COMMUNICATION WITH SHARED DATABASES 424 JOACHIM
KIMMERLE, UNIVERSITY OFTUEBINGEN. GERMANY ULRIKE CRESS, KNOWLEDGE MEDIA
RESEARCH CENTER, GERMANY THIS CHAPTER REVIEWS RESEARCH ON THE SOCIAL
PSYCHOLOGY OF ASYNCHRONOUS MANY-TO-MANY INTERACTIVE DATA SYSTEMS.
VARIOUS ASPECTS OF KNOWLEDGE COMMUNICATION ARE DISCUSSES, WITH THE WAYS
IN WH ICH THEY INFLUENCE PEOPLE S BEHAVIOR. THE CHAPTER FOCUSES ON
PSYCHOLOGICAL, RATHER THAN TECHNOLOGICAL, FACTORS OF COMPUTER MEDIATED
COMMUNICATION. HIGHLIGHTS OF THE PRACTICAL SIGNIFICANCE OF THIS TYPE OF
COMMUNICA- TION ARE IN ONE SECTIONS, AND THE CHAPTER CONCLUDES WITH SOME
THOUGHTS ON ONGOING TRENDS. CHAPTER XXXIII TERMINOLOGICAL OBFUSCATION IN
ONLINE RESEARCH 436 PATRICIA G. LANGE, UNIVERSITY OF SOUTHERN
CALIFORNIA, USA TERMS SUCH AS COMPUTER MEDIATED VERSUS FACE-TO-FACE
INTERACTION, VIRTUAL VERSUS REAL, AND FLAMING HAVE LEAD TO THEORETICAL
MISUNDERSTANDING ABOUT ONLINE AND OFFLINE COMMUNICATION. THIS ARTICLE
DISCUSSES PROBLEMS THAT STANDARD TERMS INTRODUCE. THE GOAL IS TO SHOW
HOW CONCEPTS AND THEIR ORIENTING FRAMEWORKS COMPLICATE SCHOLARS ABILITY
TO OBSERVE AND ANALYZE CERTAIN DATA. THE CHAPTER CONCLUDES BY PROPOSING
SPECIFIC APPROACHES FOR EXAMINING THIS SITUATION. CHAPTER XXXIV
DISCOURSE AND NETWORK ANALYSES OF LEAMING CONVERSATIONS 451 H. L. LIM,
THE PETROLEUM INSTITUTE, UAE FAY SUDWEEKS, MURDOCH UNIVERSITY, AUSTRALIA
ANALYTICAL FRAMEWORKS FOR EXAMINING EDUCATIONAL COMPUTER MEDIATED
DISCOURSE HAVE BEEN MAINLY DE- SIGNED FOR ASYNCHRONOUS DISCUSSIONS;
HENCE THE CLASSIFICATION SCHEMES ARE TYPICALLY MORE SENSITIVE WHEN
APPLIED TO LONGER POSTINGS THAN THE SHORTER, MORE CONDENSED EXCHANGES
PRESENT IN ONLINE SYNCHRONOUS DISCOURSE. THIS CHAPTER INTRODUCES THE
EXCHANGE STRUCTURE ANALYSIS FRAMEWORK FOR EXAMINING ONLINE SYNCHRONOUS
INTERACTION AT LEVELS OFSTRUCTURAL ORGANIZATION AND PRAGMATIC INTENTION.
THE FURTHER APPLICA- TION OF SOCIAL NETWORK ANALYSIS AS A METHOD AND
VISUALIZATION TOOL FOR THE CODED EXCHANGES ARE EXPLAINED AND
ILLUSTRATED. EXAMPLES ARE PROVIDED FROM TRANSCRIPT DATA OFMODERATED
COLLABORATIVE GROUP DISCUSSIONS DURING VIRTUAL TUTORIALS IN A CASE
STUDY. WITH THE INTEGRATION OF DISCOURSE AND SOCIAL NETWORK ANALYTICAL
METHODS, A RICHER INTERPRETATION IS GAINED ON THE PROCESSES OF
ARTICULATION AND NEGOTIATION OF MEANING DU RING ONLINE LEARNING
CONVERSATIONS. CHAPTER XXXV SOCIAL INFLUENCE AND COMPUTER MEDIATED
COMMUNICATIONS 477 BRADLEY M OKDIE, THE UNIVERSITY 0/ ALABAMA, USA
ROSANNA E GUADAGNO, THE UNIVERSITY 0/ ALABAMA, USA THIS CHAPTER EXAMINES
HOW COMPUTER MEDIATED COMMUNICATION AFFECTS THE SOCIAL INFLUENCE
PROCESS. THE AUTHORS ALSO DISCUSS CURRENT RESEARCH ON HOW INDIVIDUAL
DIFFERENCES AND COMMUNICATION MODE DIFFER- ENCES IMPACT THE PERSUASION
PROCESS. THE CHAPTER CONCLUDES WITH A DISCUSSION ON FUTURE AREAS OF
STUDY AND THE IMPLICATIONS OFTHAT RESEARCH. CHAPTER XXXVI DIVERGENT NEWS
MEDIA IN COMPUTER MEDIATED NEWS COMMUNICATION 492 MICHAEL OPGENHAJJEN,
LESSIUS UNIVERSITY COLLEGE, BELGIUM IN THIS CHAPTER, THE AUTHOR MAKES A
STRONG PLEAD FOR NOT STUDYING THE INTERNET AS ONE, HOMOGENEOUS MEDIUM,
BUT INSTEAD AS A META-MEDIUM THAT CARRIES VARIOUS DIVERGENT NEWS MEDIA
WITH SPECIFIC FORMAL AND STRUCTURAL FEATURES. THE AUTHOR USES BOTH
RESULTS FROM A CONTENT ANALYSIS AND THEORIES OF THE BLACK BOX OF
INFORMATION-PROCESSING OF ONLINE NEWS TO URGE SCHOLARS TO INVEST IN
STUDIES TOWARDS THE FORM AND STRUCTURE OF ONLINE NEWS MEDIA IN ORDER TO
BETTER UNDERSTAND THE TOTAL PROCESS OF COMPUTER MEDIATED NEWS
COMMUNICATION. VOLUME 11 CHAPTER XXXVII COMPUTER MEDIATED COLLABORATION
508 BARRIE JO PRICE, THE UNIVERSITY 0/ ALABAMA, USA PRICE PUTS FORWARD
THAT A CONFLUENCE OF SOCIETAL CHANGE AND NEW TECHNOLOGIES CHANGED THE
NATURE OF THE WORKPLACE. EXAMINING HOW COMPUTER MEDIATED COMMUNICATION
HAS ENABLED PEOPLE TO OVERCOME TIME AND SPACE BARRIERS, SHE POINTS OUT
THE DIFFERENCE BETWEEN GOING TO WORK AND DOING WORK. THE CHAPTER
EXAMINES THEMES IN THE CONTEXT OF COMPUTER MEDIATED COMMUNICATION, SUCH
AS PEER REVIEW, ENGAGED LEARNING, CONSENSUS BUILDING, AND
SELF-REFLECTION. THE CHAPTER EXAMINES HOW THESE FOUR AREAS, ESSENTIAL TO
WORKPLACE PRODUCTIVITY, CAN EFFECTIVELY BE BROUGHT ABOUT IN A COMPUTER
MEDIATED FORUM. CHAPTER XXXVIII ACCESSIBLE DESIGN FOR COMMUNICATION ON
THE WEB 527 DAVID ROBINS, KENT STATE UNIVERSITY, USA THE CHAPTER
DISCUSSES HOW WEB SITES CAN BE DESIGNED TO BE EFFECTIVE COMPUTER
MEDIATED COMMUNICATION TOOLS THAT PROVIDE EQUAL ACCESS TO THE
COMMUNICATION TO USERS WITH DISABILITIES. THE CHAPTER DISCUSSES
ACCESSIBILITY GUIDELINES INCLUDING SECTION 508 OF THE AMERICAN
REHABILITATION ACT, AND THE W3C WEB ACCESSIBILITY INITIATIVE, FOCUSING
ON THE UNITED STATES. THE CHAPTER DISCUSSES THE PROBLEMS FACES BY
COMPUTER USERS WITH DISABILITIES, INCLUDING BLIND, POORLY SIGHTED USERS,
COLOR BLIND USERS, DEAF USERS, EPILEPTIC USERS, AND OTHER DISABILITIES
OR BARRIERS, AND HOW DESIGN CAN BE ACCESSIBLE FOR COMMUNICATING WEB
INFORMATION TO EVERYONE. CHAPTER XXXIX AN ANALYSIS OF A DECADE OF
RESEARCH PUBLISHED IN THE JOURNAL OFCOMPUTER-MEDIATED COMMUNIEATION 541
JAMIE S. SWITZER, COLORADO STATE UNIVERSITY, USA THIS CHAPTER REVIEWS A
DECADE OF LITERATURE PUBLISHED IN THE JOURNAL OF COMPUTER-MEDIATED
COMMUNI- CATION, THE SEMINAL JOURNAL ON THE TOPIC. SWITZER EXAMIRIES
THIS BODY OF RESEARCH BY EXAMINING TOPICS, METHODOLOGIES AND POPULATION
REPRESENTED IN ALMOST 300 ARTICLES. THE CHAPTER SUMMARIZES THE WAYS IN
WH ICH RESEARCH IN COMPUTER MEDIATED COMMUNICATION HAS EVOLVED IN A
SINGLE DECADE, ILLUSTRATING HOW THE FIELD IS EVOLVING AND GROWING. THE
CHAPTER THEREFORE PRESENTS A THEORETICAL FRAMEWORK FOR FURTHER RESEARCH
ON THE NATURE OF RESEARCH IN COMPUTER MEDIATED COMMUNICATION. CHAPTERXL
THE USE OFSTORY IN BUILDING ONLINE GROUP RELATIONSHIPS 551 STEPHEN
THORPE, AUEKLAND UNIVERSITY OFTEEHNOLOGY, NEW ZEALAND THORPE EXAMINES
HOW GROUP FACILITATORS USE STORY TO BUILD RELATIONSHIPS AMONG ONLINE
GROUP OFPEOPLE. THE CHAPTER DISCUSSES FINDINGS FROM A STUDY
INVESTIGATING THE USE OF STORY USING A VARIETY OF COMPUTER MEDIATED
COMMUNICATION TOOLS. THE STUDY INCLUDED TOOLS SUCH AS E-MAIL, AUDIO, WEB
CONFERENCING, INSTANT MESSAGING, CHAT, BLOGGING, AND ONLINE SURVEYS.
IMPLICATIONS OF ONLINE COMMUNICATION, SUCH AS DISEMBODIMENT, UNCLEAR
MEMBERSHIP, AND THE LEVEL OFTOLERANCE FOR TECHNICAL DIFFICULTIES, ARE
DISCUSSES, AS WEIL AS INTERVENTIONS. CHAPTERXLI FORM AND FUNCTION
OFMETACOMMUNICATION IN CMC 570 MIRJAM WEDER, UNIVERSITY OF BASE.L,
SWITZERLAND THE COMMUNICATIVE NORMS SHARED BY ONLINE COMMUNITIES LIKE
NEWSGROUPS AND MAILING LISTS ARE EXAMINED IN THIS CHAPTER. THE CHAPTER
INVESTIGATES VARIOUS ROLES THAT METACOMMUNICATION PLAYS IN ONLINE
COMMUNI- TIES, AND HOW COMMUNITY BUILDING WORKS IN THE VIRTUAL WORLD.
METACOMMUN;CATION, AS DISCUSSED IN THIS CHAPTER, IS DIVIDED INTO
INSTRUCTION AND EVALUATION. THE CHAPTER LOOKS AT COMMUNITY NORMS AS
EXPRESSED IN MESSAGES IN SEVERAL MAILING LISTS, AS WEIL AS REACTIONS TO
USERS TO BREAK THE NORMS. CHAPTER XLII DIGITAL STORYTELLING FROM
ARTIFICIAL INTELLIGENCE TO YOU TUBE 587 JULIE D. WOLETZ, JOHANN WOLFGANG
GOETHE UNIVERSITY, GERMANY WOLETZ DISCUSSES DIGITAL STORY TELLING FROM
BOTH AN ANTHROPOLOGICAL AND HISTORICAL POINT OF VIEW. THE CHAPTER
DISCUSSES MEDIA FORMATS, TECHNOLOGICAL ARTIFACTS USED, PRESENTATIONAL
STRATEGIES, PRAGMATIC FACTORS, AND COMMUNICATIVE MODES OF DIGITAL
STORYTELLING. THE CHAPTER ALSO DISCUSSES CONTACTS OF STORYTELLING
PRACTICES. THE CHAPTER TRACES THE HISTORY OF DIGITAL STROYTELLING FROM
THE 1970S TO TODAY S USE OFYOUTUBE. FINALLY, WOLETZ DESCRIBES TWO
APPROACHES TO STORYTELLING; TOP DOWN, WHICH EMPHASIZES HIGHLY TECHNICAL
LABORA- TORIES; AND BOTTOM UP, WH ICH IS DERIVED FROM PUBLISHING STORIES
USING TECHNOLOGY SUCH AS YOUTUBE. CHAPTER XLIII CMC FOR THE ENHANCEMENT
OF PSYCHOTHERAPY 602 MARKUS WOLF, UNIVERSITY HOSPITAL HEIDELBERG,
GERMANY STEPHANIE BAUER, UNIVERSITY HOSPITAL HEIDELBERG, GERMANY THIS
CHAPTER EXPLORES HOW PSYCHOTHERAPY AND PSYCHOSOCIAL INTERVENTIONS, WH
ICH RELY ON VERBAL COM- MUNICATION AND LANGUAGE, CAN USE COMPUTER
MEDIATED COMMUNICATION. THE CHAPTER DISCUSSES BOTH AD- VANTAGES AND
LIMITATIONS OFUSING CMC IN THESE FIELDS. SEVERAL FORMS OFCMC ARE
DISCUSSES, INCLUDING EMAIL, CHAT, AND SHORT MESSAGE SERVICE (SMS). THE
CHAPTER SUGGESTS THREE CMC APPROACHES FOR RELAPSE PREVENTIONS FOLLOWING
INPATIENT TREATMENT, AND CONCLUDES THAT EVIDENCE SUPPORTING
TECHNOLOGY-BASES INTERVENTIONS IN HEALTH CARE IS GROWING AND LIKELY TO
BECOME WIDESPREAD. CHAPTER XLIV MODERATING DISCUSSION GROUPS USING
COMPUTER MEDIATED COMMUNICATION 619 MAURI P. COLLINS, UNIVERSITY 0/
NEVADA LAS VEGAS, USA ZANE L. BERGE, UNIVERSITY 0/ MARYLAND, BALTIMORE
COUNTY, USA THE CHAPTER PLACES ELECTRONIC DISCUSSION GROUP LEADERSHIP
AND MODERATION, AND DISCUSS THE DISTINCTIONS AMONG GROUP ADMINISTRATION,
MONITORING AND REVIEWING. JUST AS THE ONLINE DISCUSSION GROUP IS A
VOLUN- TARY, INFORMALLEARNING GROUP IN THE HISTORIC TRADITION, SO THE
MONITOR OR REVIEWER OFTHE ONLINE DISCUSSION GROUP FULFILLS MANY OF THE
ROLES, TASKS, AND RESPONSIBILITIES OF AN INFORMAL ADULT EDUCATOR IN
THEIR ROLES AS DISCUSSION LEADERS AND FACILITATORS. THIS POSITIONS THE
MODERATORS OF ONLINE DISCUSSION GROUPS WITHIN THE REALM OF INTEREST TO
ADULT EDUCATION AND EDUCATORS. BY EXAMINING SUCH FACTORS, THIS CHAPTER
WILL PROVIDE THE FOUNDATIONS FOR UNDERSTANDING THE COMPLEX, DYNAMIC, AND
MULTITEXTURAL ENVIRONMENT IN WHICH ONLINE DISCUSSION GROUP MODERATORS
FUNCTION. CHAPTERXLV LOCATING PRESENCE AND POSITIONS IN ONLINE FOCUS
GROUP TEXT WITH STANCE-SHIFT ANALYSIS 634 BOYD DAVIS, UNIVERSITY 0/
NORTH CAROLINA-EHARLOTTE, USA PEYTON MASON, LINGUISTICS INSIGHTS, INC.,
USA THIS CHAPTER IDENTIFIES TEN CHARACTERISTICS OF ONLINE FOCUS GROUP
TEXT CHAT, INCLUDING WRITING CONVENTIONS. THE CHAPTER GIVES AN OVERVIEW
OF STANCE SHIFT ANALYSIS, A TYPE OF QUANTITATIVE CONTENT ANALYSIS, WH
ICH IS USED TO MINIMIZE INVESTIGATOR BIAS IN INVESTIGATING HOW PEOPLE
SIGNAL ATTITUDES AND OPINIONS IN ONLINE FOCUS GROUP INTERACTIONS.
CHAPTER XLVI THE IMPACT OFPERSONALITY ON VIRTUAL TEAM CREATIVITY AND
QUALITY 647 ROSALIE J OCKER, THE PENNSYLVANIA STATE UNIVERSITY, USA
ASERIES OF EXPERIMENTS INVESTIGATED CREATIVITY AND QUALITY OF
WORK-PRODUCT SOLUTIONS IN VIRTUAL TEAMS (OCKER,2007, 2005; OCKER &
FJERMESTAD, 1998; OCKER, HILTZ, & JOHNSON, 1998; OCKER, HILTZ, TUROFF, &
FJERMESTAD, 1996). ACROSS EXPERIMENTS, SMALL TEAMS WITH ABOUT FIVE
GRADUATE STUDENTS INTERACTED FOR APPROXIMATELY TWO WEEKS TO DETERMINE
THE HIGH-LEVEL REQUIREMENTS AND DESIGN FOR A COMPUTER- IZED POST OFFICE
(GOEI, 1989; OLSON, OLSON, STORROSTEN, & CARTER, 1993). THE MEANS
OFINTERACTION WAS MANIPULATED IN THESE EXPERIMENTS SUCH THAT TEAMS
INTERACTED VIA ONE OF THE FOLLOWING TREATMENTS: (I) ASYNCHRONOUS
COMPUTER MEDICATED COMMUNICATION (CMC), (2) SYNCHRONOUS CMC, (3)
ASYNCHRONOUS CMC INTERSPERSED WITH FACE-TO-FACE (FTF) MEETINGS, OR (4)
ASERIES OFTRADITIONAL FTF MEETINGS WITHOUT ANY ELECTRONIC COMMUNICATION.
CHAPTER XLVII E-MENTORING: AN EXTENDED PRACTICE, AN EMERGING DISCIPLINE
656 ANGELICA RISQUEZ, UNIVERSITY 0/ LIMERICK, IRELAND THIS CHAPTER
INTEGRATES EXISTING LITERATURE AND DEVELOPMENTS ON ELECTRONIC MENTORING
TO BUILD A CONSTRUCTIVE VIEW OFTHIS MODALITY OFMENTORING AS A
QUALITATIVELY DIFFERENT CONCEPT FROM ITS TRADITIONAL FACE-TO-FACE
VERSION. THE CONCEPT OF E-MENTORING IS INTRODUCED BY LOOKING FIRST INTO
THE EVASIVE NOTION OF MENTORING. NEXT, SOME SALIENT E-MENTORING
EXPERIENCES ARE IDENTIFIED. THE CHAPTER GOES ON TO NOTE THE DIFFERENCES
BETWEEN ELECTRONIC AND FACE-TO-FACE MENTORING, AND HOW THE RELATIONSHIP
BETWEEN MENTOR AND MENTEE IS MODIFIED BY TECHNOLOGY IN UNIQUE AND
DEFINITIVE WAYS. READERS ARE ALSO PRESENTED WITH A COLLECTION OF BEST
PRACTICES ON DESIGN, IMPLEMENTATION, AND EVALUATION OF E-MENTORING
PROGRAMS. FINALLY, SOME PRACTICE AND RESEARCH TRENDS ARE PROPOSED. IN
CONCLUSION, THE AUTHOR DRAWS AN ELEMENTAL DISTINCTION BE- TWEEN BOTH
MODALITIES OF MENTORING, WHICH DEFINES E-MENTORING AS MORE THAN THE
DEFECTIVE ALTERNATIVE TO FACE-TO-FACE CONTACT. SECTION IV TOOLS AND
TECHNOLOGIES RELATED TO CMC CHAPTER XLVIII PODCASTIA: IMAGINING
COMMUNITIES OF POD-PEOPLE 679 JONATHAN COHN, UCLA, USA PODCASTS LIKE
MANY OTHER NEW INTERNET GENRES, ARE THOUGHT TO BE LISTENED TO MAINLY BY
AN AFFLUENT, GEO- GRAPHICALLY SPREAD OUT AUDIENCE WHO CREATE PODCAST
THEMSELVES. BY LOOKING AT THE VARIOUS INSTITUTIONAL AND PRODUCTION
ISSUES, ALONG WITH AUDIENCES OF THE PODCAST MEDIUM, THIS CHAPTER WILL
SHOW HOW THIS GENRE WORKS TO CREATE AND SUSTAIN MASS COMMUNITIES OF
PROSUMERS AND MOBILE AUDIENCES. ALSO, THIS CHAPTER WILL HISTORICALLY
CONTEXTUALIZE THE PODCAST BY SHOWING WAYS IN WHICH IT IS NOT SIMPLY A
REITERA- TION OF EARLIER TECHNOLOGIES, BUT ALSO A DISTINCT NEW MEDIUM
WITH A UNIQUE, PROSUMER-FRIENDLY MODE OF TRANSMISSION AND RECEPTION.
CHAPTER XLIX E-MAIL DISTRIBUTION LISTS IN ADULT LEARNING: A HISTORICAL
PERSPECTIVE 690 MAURI P. COLLINS, UNIVERSITY 01NEVADA LAS VEGAS, USA
ZANE L. BERGE, UNIVERSITY 01 MARYLAND, BALTIMORE COUNTY. USA ONLINE,
EMAIL-BASED DISCUSSION GROUPS ARE CONTEMPORARY EXAMPLES OF AN HISTORICAL
TRADITION OF VOLUN- TARY, INFORMAL, LEARNING GROUPS USED BY ADULTS FOR
TOPICAL DISCUSSION, FELLOWSHIP, AND LEARNING. BECAUSE THE DISCUSSION
AMONG GROUP MEMBERS TAKES THE FORM OF EMAIL EXCHANGES, THEY ARE ALSO
BEEN LIKENED TO HISTORICAL CORRESPONDENCE NETWORKS. THIS CHAPTER SETS
THE HISTORICAL CONTEXT OFTHE EMAIL-BASED DISCUS- SION GROUPS THAT
PRECEDED THE EXTENSIVE USE OFBULLETIN-BOARD STYLE DISCUSSION FORUMS IN
CONTEMPORARY LEARNING MANAGEMENT SYSTEMS. CHAPTER L THE USE OFCMC
TECHNOLOGIES IN ACADEMIC LIBRARIES 705 COURTNEY D. CRUMMETT, NATIONAL
LIBRARY 01 MEDICINE, NATIONAL INSTITUTES 01HEALTH, USA ANNA H PERRAULT,
SOUTH FLORIDA UNIVERSITY, TAMPA, USA THIS CHAPTER HIGHLIGHTS VARIOUS
WAYS THAT THE ACADEMIC LIBRARY COMMUNITY IS INCORPORATING CMC TECHOLO-
GIES. THIS CHAPTER FOCUSES ON INSTANT MESSAGING, BLOG, WIKI, AND
PODCASTTECHNOLOGIES. THE AUTHORS PROVIDE CURRENT EXAMPLES OF ACADEMIC
IIBRARIES IMPLEMENTING THESE TECHNOLOGIES. ADVANTAGES AND DISADVANTAGES
AS WEIL AS BARRIERS TO IMPLEMENTATION OFTHESE TECHNOLOGIES ARE
DISCUSSED. THIS CHAPTER CONCLUDES WITH AN EXPLORATION OFFUTURE TRENDS
OFCMC TECHNOLOGIES USED IN ACADEMIC LIBRARIES. CHAPTER LI BLOGS - A
COMPUTER MEDIATED COMMUNICATION TOOL FOR VIRTUAL TEAM COLLABORATION 720
ASHOK DARISIPUDI, BALL STATE UNIVERSITY. USA SUSHIL K. SHARMA, BALL
STATE UNIVERSITY. USA THIS CHAPTER DISCUSSES HOW VIRTUAL TEAMS CAN
UTILIZE BLOGS FOR THEIR COMPUTER MEDIATED COMMUNICATION TOOL TO
COORDINATE THEIR WORK AND EFFECTIVELY COMMUNICATE. THE CHAPTER INCLUDES
RECOMMENDED PRACTICES FOR VIRTUAL TEAMS TO ADOPT, SUGGESTIONS FOR
COMMUNICATION TECHNIQUES, AND CHALLENGES THIS PRACTICE MIGHT CREATE. THE
CHAPTER GIVES EXAMPLES OFVIRTUAL TEAMS, LIKE POLITICAL CAMPAIGNS,
ALREADY USING BLOGS TO COM- MUNICATE, AND DEMONSTRATES HOW THE
BLOGOSPHERE IS A SOCIAL NETWORK WITH INDIVIDUAL BLOGS FUNCTIONING AS
NODES. THE CHAPTER POSITS THAT BLOGS HAVE A UNIQUE NATURE AND
CHARACTERISTICS, SUCH AS CONVENIENCE, PERVASIVENESS, AND MEDIA RICHNESS,
THAT CAN ENHANCE VIRTUAL TEAM COLLABORATION. CHAPTER LU CORPORATE
BLOGGING 73 I UMA DORAISWAMY, WESTERN KENTUCKY UNIVERSITY, USA THIS
CHAPTER WILL EXPLAIN CORPORATE BLOGS, ITS BENEFITS AND RISKS. IT WILL
EXPLORE WITH EXAMPLES WHY BLOGS ARE IMPORTANT TO ORGANIZATIONS IN TERMS
OF KNOWLEDGE MANAGEMENT, TEAM MANAGEMENT, MARKETING, COL- LABORATION AND
BUILDING CUSTOMER RELATIONSHIP. ALSO IT WILL GIVE SUGGESTIONS AS TO HOW
INFORMATION SPE- CIALISTS OR IIBRARIANS IN THE CORPORATE SECTOR CAN
ASSIST IN SETTING UP BLOGS AND IN TRAINING THE EMPLOYEES TO LEARN THE
NEW COMMUNICATION TECHNOLOGY. CHAPTER LUI SEEK AND YE SHALL FIND : 740
SUELY FRAGOSO, UNISINOS, BRAZIL THIS CHAPTER PROPOSES THAT SEARCH
ENGINES APPLY A VERTICALIZING PRESS URE ON THE WWW MANY-TO-MANY
INFORMATION DISTRIBUTION MODEL. IN SO DOING, THIS PRESSURE FORCES US TO
REVERT TO A DISTRIBUTIVE MODEL SIMILAR TO THAT OFTHE MASS MEDIA. WITHIN
THIS PARADIGM, THE CONFIDENCE USERS PLACE IN THE SEARCH ENGINES AND THE
ONGOING ACQUISITION OF COLLABORATIVE SYSTEMS AND SMALLER PLAYERS BY THE
LARGE SEARCH ENGINES CONTRIBUTE FOR THE VERTICALIZING PRESSURE THAT THE
SEARCH ENGINES APPLY TO THE WWW. IN DISCUSSING THESE MATTERS, THE AUTHOR
ALSO PRESENTS ABRIEF HISTORY OF SEARCH MECHANISMS FOR THE INTERNET AND
DISCUSSES THE INCREASING TIES BETWEEN THE SEARCH ENGINES AND THE
ADVERTISING MARKET. CHAPTERLIV TURN TAKING IN E-MAIL DISCUSSIONS 755
SAND RA HARRISON, COVENTRY UNIVERSITY, UK THIS CHAPTER INVESTIGATES TURN
TAKING IN NATURALLY OCCURRING EMAIL DISCUSSIONS. IN EMAIL DISCUSSIONS,
PARTICIPANTS CAN SELF SELECT TO CONTRIBUTE AT ANY TIME, TURNS CANNOT BE
INTERRUPTED, AND ADJACENCY CANNOT BE GUARANTEED. HOWEVER, PARTICIPANTS
ENGAGE IN RECOGNISABLE DISCUSSIONS AND SPEAKER CHANGE OCCURS. PATTERNS
OFTURN TAKING CAN BE OBSERVED, AND THERE ARE MANY PARALLEIS WITH SPOKEN
CONVERSATION. BASED ON THESE OBSERVATIONS, MIES FOR TURN-TAKING IN
EMAIL DISCUSSIONS ARE DEVISED. CHAPTERLV INNOVATION AND UTILITY IN THE
OPTICAL TRANSPORT NETWORK 773 ROBERT KARL KOSLOWSKY, INDEPENDENT
SCHOLAR, USA THIS CHAPTER ADDRESSES THE INTRODUCTION OF A MULTI SERVICE
PROVISIONING PLATFORM (MSPP) INTO THE TRANS- MISSION SEGMENT OFTHE
COMMUNICATION NETWORK. MSPPS ENABLED THE PROLIFERATION OF COMPUTER
MEDIATED COMMUNICATION (CMC) THROUGH THE SYNTHESIS OF TRADITIONAL VOICE
AND EMERGING INTERNET TRAFIK THE BANDWIDTH BOTTLENECK CREATED BY
VOICE-ONLY-BASED EQUIPMENT WAS BROKEN BY THE MSPPS AND POSITIONED THE
INTERNET FOR CARRIAGE OF EVEN HIGHER BANDWIDTH VIDEO TRAFIK CHAPTER LVI
DIGITAL PHOTOGRAPHY 791 ERIC T. MEYER, UNIVERSITY OF OXFORD, UK THIS
CHAPTER PRESENTS A TYPOLOGY FOR APPROACHING THE STUDY OF PHOTOGRAPHY AS
A FORM OF COMPUTER MEDIATED COMMUNICATION, AND THEN PRESENTS SEVERAL
EXAMPLES ILLUSTRATING THE CONSEQUENCES DIGITAL PHOTOGRAPHY HAS FOR
AMATEURS AND PROFESSIONALS. EXAMPLES INCLUDE PHOTOJOURNALISM, SCIENTIFIC
PHOTOGRAPHY, PHOTOGRAPHY IN THE LEGAL SYSTEM, AND PERSONAL PHOTOGRAPHY.
THE CHAPTER ENDS WITH A CALL FOR ADDITIONAL RESEARCH INTO THE SOCIAL
ASPECTS OFTHIS UBIQUITOUS FORM OF COMPUTER MEDIATED COMMUNICATION.
CHAPTER LVLL IM S GROWTH, BENEFITS, AND IMPACT ON COMMUNICATION 804 SARA
R%FSKY MAREUS, QUEENS COLLEGE GSLIS, USA THIS CHAPTER DISCUSSES
SYNCHRONOUS, ONE-ON-ONE, COMPUTER MEDIATED COMMUNICATION AND ITS
IMPLICATIONS ON COMMUNICATION, ESPECIALLY FOR PEOPLE WITH SPEAKING OR
HEARING DIFFICULTIES. THE CHAPTER REVIEWS THE GROWTH OF THIS TYPE OF
COMMUNICATION, BEGINNING WITH TELETYPEWRITER/ TELECOMMUNICATIORIS
DEVICES FOR THE DEAF (TTY /TTD), AND DETAILS HOW INSTANT MESSENGER
COMMUNICATION HAS DEVELOPED SOME OF THE SAME FEATURES AS THE TTY/TTD
COMMUNICATION HAS USED FOR YEARS, SUCH AS SHORTHAND TO INCREASE THE
SPEED. THIS ASPECT OFTHE COMMUNICATION IS THEN DISCUSSED IN DEPTH,
INCLUDING WHO USES IT, ADVANTAGES AND DISADVANTAGES OF IT, AND WHETHER
THERE WILL BE AN INFTUX OF THE IM JARGON INTO EVERYDAY LANGUAGE. CHAPTER
LVIII PODCASTING AND REALLY SIMPLE SYNDICATION (RSS) 815 ANNA C.
MEFADDEN, THE UNIVERSITY 0/ ALABAMA, USA THE HISTORY AND USE
OFPODCASTING AND REALLY SIMPLE SYNDICATION (RSS) IS COVERED IN THIS
ARTICLE, INCLUDING AN IN DEPTH EXPLANATION OF EACH TECHNOLOGY AND HOW
THEY CAN BE USED TOGETHER. THE CHAPTER DETAILS HOW PODCASTING CAN BE A
USEFUL TOOL IN EDUCATIONAL AND BUSINESS SETTINGS, AND PROVIDES A
PRACTICAL SUMMARY OFTHE TOOLS NEEDED FOR IMPLEMENTING THE TECHNOLOGY.
BOTH HARDWARE AND SOFTWARE ARE COVERED, AS WEIL AS THE APPLICATIONS FOR
PODCASTING, AND SOME ISSUES AND ATTITUDES TOWARD IT. BROAD IMPLICATIONS
ARE ALSO DISCUSSES, SUCH AS HOW COPYRIGHT RELATES TO THE TECHNOLOGY, WH
ETHER AUDITORY INSTRUCTIONAL TECHNOLOGY DIFFERS FROM IN-CLASS
INSTRUCTION, AND HOW THE USE OF PODCASTING TRANSFORMS A SOCIAL
UNDERSTANDING OF AUTHORITY. CHAPTERLIX COMPUTER MEDIATED SPEECH
TECHNOLOGY - PERCEPTIONS OFSYNTHETIC SPEECH AND ATTITUDES 831 JOHN W:
MULLENNIX, UNIVERSITY 0/ PITTSBURGH AT JOHNSTOWN, USA STEVEN E. STERN,
UNIVERSITY 0/ PITTSBURGH AT JOHNSTOWN, USA THIS CHAPTER EXAMINES A FORM
OFCMC CALLED COMPUTER SYNTHESIZED SPEECH (CSS). IN THIS CHAPTER, THE
AUTHORS REVIEW THE DEVELOPMENT OFCSS TECHNOLOGY AND DISCUSS THE WORK ON
PERCEPTION AND COMPREHEN- SION OFCSS. THE AUTHORS THEN EXAMINE HOW CSS
USE INFLUENCES INTERACTIONS BETWEEN PEOPLE, IN PARTICULAR, DISABLED
PEOPLE. THE CHAPTER CONCLUDES BY EMPHASIZING THAT THE DEVELOPMENT OF CSS
SYSTEMS SHOULD TAKE INTO ACCOUNT VARIOUS SOCIAL PSYCHOLOGICAL FACTORS
ROOTED IN PREJUDICE AND STIGMA OFTHE DISABLED. CHAPTERLX INFORMATION
COMMONS AND WEB 2.0 TECHNOLOGIES: CREATING RHETORICAL SITUATIONS AND
ENACTING HABERMASIAN IDEALS IN THE ACADEMIC LIBRARY 845 ELISABETH PANKL,
KANSAS STATE UNIVERSITY, USA JENNA RYAN, LOUISIANA STATE UNIVERSITY, USA
PANKL AND RYAN DISCUSS THE EFFECT THAT WEB 2.0 TECHNOLOGIES ARE HAVING
ON ACADEMIC LIBRARIES. THE AUTHORS POSIT THAT WEB 2.0 IS BRINGING ABOUT
SIGNIFICANT PEDAGOGICAL TRANSFORMATIONS IN UNIVERSITY CURRICULUMS BY
BRINGING A NEED INTO THE CURRICULUM FOR STRONGER INFORMATION LITERACY
INSTRUCTION. THE CHAPTER DISCUSSES THE PEDAGOGICAL PRACTICE ON
UNIVERSITY CAMPUSES WITHIN THE PAST THIRTY YEARS TOWARD A THEORY OF
SOCIAL CONSTRUCTION OF KNOWLEDGE, AND GO ON TO DISCUSS THE TREND OF
INFORMATION COMMONS WITHIN ACADEMIC LIBRARIES AND HOW THIS FITS IN WITH
THE BROADER THEME OFTHIS COMMUNICATIVE LEARNING. THEY CONCLUDE THAT THE
UNDERSTANDING OF COMMUNICATION AND PEDAGOGY ON COLLEGE CAMPUSES HAS
TRANSFORMED AND THAT THE LIBRARIES OFF ER THE CHANNELS TO BEST
ACCOMMODATE THIS TRANSFORMATION. CHAPTERLXI HUMAN-ROBOT INTERACTION 855
JUTTA WEBER, TECHNICAL UNIVERSITY CAROLO-WILHELMINA 0/ BRUNSWICK,
GERMANY THIS CHAPTER DISCUSSES EPISTEMOLOGICAL, ONTOLOGICAL AND
TECHNO-MATERIAL ASPECTS OF SOCIO-EMOTIONAL ROBOTS, PARTICULARLY PERSONAL
SERVICE ROBOTICS. THE CHAPTER FOCUSES ON SOCIAL ROBOTS THAT INTERACT
PHYSI- CALLY, AFFECTIVELY AND SOCIALLY WITH HUMANS, TO SUPPORT THEM IN
EVERYDAY IIFE, PLAY WITH OR ENTERTAIN THEM, AND EDUCATE THEM. THE
AESTHETICS OF SOCIAL ROBOTS IS DISCUSSES IN TERMS OF IMPORTANCE,
EXPLAINING THE DIFFERENCES BETWEEN ANTHROPOMORPHIE ROBOTS; ZOOMORPHIC,
AND CARTOON-IIKE ROBOTS, AND HOW THE HUMAN REACTS DIFFERENTLY TO THE
ROBOT BASED ON ITS LOOKS. FOR EXAMPLE, USERS INTERACTING WITH ROBOTS
WITH HUMANOID FEATURES HAVE A HIGHER EXPECTATION OF INTELLIGENCE THAN
FROM ROBOTS WITH ANIMALLIKE FEATURES. THE CHAPTER DISCUSSES THE IN BROAD
TERMS THE DEVELOPMENT OF HUMAN ROBOT INTERACTION AND SUMMARIZES SEVERAL
APPROACHES TO DESIGNING ROBOT BEHAVIOR TO BEST COMMUNICATION WITH
HUMANS. CHAPTER LXII INSTANT MESSAGING AS A HYPERMEDIUM IN THE MAKING
868 KALEV LEETARU, UNIVERSITY O/LLLINOIS, USA THIS CHAPTER EXPLORES THE
RECENT RISE OF INSTANT MESSAGING SYSTEMS AS A CENTERPIECE OF ONLINE
COMMUNICA- TION AND THE ROLE THIS NEW MEDIUM WILL PLAY IN THE
COMMUNICATIVE SPHERE. AS THE MEDIUM HAS EVOLVED, IT HAS GROWN TO SUBSUME
MANY TRADITIONAL COMMUNICATION TECHNOLOGIES, MERGING THEIR INDIVIDUAL
CAPA- BILITIES. A CROSS-SECTION OFPOPULAR AND ESTABLISHED TECHNOLOGIES
IS EXAMINED AND A STRATA OFAFFORDANCES INTRODUCED, DESCRIBING THE
MEDIA S CAPACITY FOR TASKS ENABLED THROUGH THEIR MESSAGE TRANSPORT.
THROUGH THIS FRAMEWORK THE MODERN MEDIUM OFLNSTANT MESSAGING IS COMPARED
AGAINST THESE OTHER TECHNOLOGIES IN TERMS OFTHE AFFORDANCES OFFERED BY
EACH AND THE ARGUMENT PRESENTED THAT IM IS EVOLVING TO SUBSUME MANY OF
THE TRADITIONAL COMMUNICATIVE MEDIUMS INTO A SINGLE COMMUNICATIONS HUB,
OR HYPERMEDIUM. SEETION V CULTURAL AND LINGUISTIC ISSUES IN CMC CHAPTER
LXIII CMC RESEARCH IN LATIN AMERICA AND SPAIN - META-ANALYSES FROM AN
EMERGENT FIELD 883 EDGAR GOMEZ CRUZ, UNIVERSITAT OBERTA DE CATALUNYA,
SPAIN THIS CHAPTER EXAMINES THE STATE OF CMC RESEARCH IN BOTH LATIN
AMERICA AND SPAIN. THIS EXAMINATION BEGINS WITH A GENERAL INTRODUCTION
TO THE CMC STUDIES THAT HAVE BEEN CONDUCTED IN LATIN AMERICA AND SPAIN.
THE CHAPTER THEN COMPARES CMC STUDIES IN LATIN AMERICA AND SPAIN WITH
THE CMC RESEARCH DONE IN WESTERN EUROPE AND THE UNITED STATES. THE
CHAPTER THEN CONCLUDES WITH AN IN-DEPTH LOOK AT THREE COUNTRIES IN WHICH
RESEARCH INTO CMC APPEARS TO BE THE MOST DEVELOPED OR FOCUSED: MEXICO,
ARGENTINA AND BRAZIL. CHAPTER LXIV GLOBAL CULTURE AND COMPUTER MEDIATED
COMMUNICATION 901 SUSAN R. FUSSELL, CARNEGIE MELLON UNIVERSITY, USA
QIPING ZHANG, LONG ISLAND UNIVERSITY, USA LESLIE D. SET/OEK, CARNEGIE
ME/ION UNIVERSITY, USA THIS CHAPTER DISCUSSES HOW CULTURAL DIFFERENCES
INFLUENCE COMPUTER MEDIATED COMMUNICATION. THE AUTHORS PRESENT A
THEORETICAL FRAMEWORK FOR UNDERSTANDING RELATIONSHIPS BETWEEN CULTURE
AND COMPUTER MEDIATED COMMUNICATION. THEY THEN USE THIS FRAMEWORK TO
ORGANIZE A DETAILED REVIEW OF PRIOR RESEARCH ON CULTURE AND
COMPUTER-MEDIATED COMMUNICATION. THROUGHOUT THEIR REVIEW, THE AUTHORS
HIGHLIGHT THE TYPES OF CULTURAL DIFFERENCES THAT HAVE BEEN SHOWN TO MAKE
A DIFFERENCE AND THE ASPECTS OF COMPUTER-MEDIATED COMMUNICATION THEY
AFFECT. THE CHAPTER CONCLUDES BY SUGGESTING SOME NEW AVENUES OF
EXPLORATION IN THE AREA OF CULTURE AND COMPUTER-MEDIATED COMMUNICATION.
CHAPTERLXV INNOVATIONS AND MOTIVATIONS IN ONLINE CHAT 917 WENGAO GONG,
NATIONAL UNIVERSITY OJ SINGAPORE, SINGAPORE VINEENT B. Y. OOI, NATIONAL
UNIVERSITY OJSINGAPORE, SINGAPORE THIS CHAPTER EXAMINES THE DEFINING
LINGUISTIC INNOVATIONS IN ONLINE CHAT AND THE SOCIAL MOTIVATIONS BE-
HIND THEM. IN THE CHAPTER, THE AUTHORS EXPLORE THE UNIQUENESS OF ONLINE
CHAT AS A MEANS OF COMMUNICA- TION FOR (I) OFFERING PEOPLE OPPORTUNITIES
TO MAKE NEW FRIENDS OR ACQUAINTANCES, (2) PSYCHOLOGICALLY EXPERIMENTING
WITH DIFFERENT IDENTITIES, AND III) EXPLORING NEW RELATIONSHIPS WITHOUT
THE SHYNESS THAT FACE-TO-FACE INTERACTION CAN BRING. THE AUTHORS ALSO
DESCRIBE IN DETAIL SOME OFTHE INNOVATIVE LINGUISTIC FEATURES OBSERVABLE
IN THIS UNIQUE MODE OF COMMUNICATION AND EXPLAIN THE SOCIAL FUNCTIONS OF
THESE FEATURES. THE CHAPTER CONCLUDES WITH FURTHER TRENDS CONCEMING
ONLINE CHAT AS A MEANS OF COMMUNICATION AND SOME RECOMMENDATIONS FOR
FURTHER RESEARCH. CHAPTER LXVI SOLIDARITY AND RAPPORT IN SOCIAL
INTERACTION 934 JUNG-RAN PARK, DREXEL UNIVERSITY, USA THIS CHAPTER
PRESENTS A DISCOURSE ANALYSIS BASED ON THE LINGUISTIC POLITENESS
THEORETICAL FRAMEWORK, AP- PLIED TO REAL TIME ONLINE CHAT. THE CHAPTER
DISCUSSES DIFFERENCES BETWEEN FACE TO FACE COMMUNICATION AND ONLINE
CHAT, SUCH AS CONTEXTUAL CUES, THE EFFORT AND TIME REQUIRED FOR
KEYBOARDING, AND PARALINGUISTIC FEATURES OF VERBAL COMMUNICATION. THE
CHAPTER THEN PRESENTS ONLINE MECHANISMS BY WHICH USERS OVERCOME THE
CONSTRAINTS OF ONLINE CHAT. PARK USES DISCOURSE ANALYSIS TO ANALYZE CHAT
TRANSERIPTS THAT TOOK PLACE IN A MATHEMATICS GROUP COLLABORATING ON A
PROBLEM, AND ANALYZES THE WAY IN WHICH ONLINE LANGUAGE USERS ENHANCE
SOCIAL INTERACTION AND GROUP COLLABORATION THROUGH THIS CMC CHANNEL,
CONCLUDING THAT PARTICI- PANTS ARE ABLE TO EMPLOY A VARIETY OFTACTICS TO
SIGNAL NON-VERBAL COMMUNICATION CUES THAT NORMALLY TAKE PLACE IN A FACE
TO FACE SETTING. CHAPTER LXVII CHAT ROOMS FOR LANGUAGE TEACHING AND
LEARNING 947 CHENG-CHAO SU, NATIONAL TAIWAN COLLEGE OF PERFOMING ARTS,
TAIWAN KAREN GARCIA, UNIVERSITY OF MASSACHUSETTS, USA FOCUSING ON
SYNCHRONOUS COMPUTER MEDIATED COMMUNICATION PLATFORMS, THIS CHAPTER
DISCUSSES A VARIETY OF CHAT PLATFORMS INCLUDING INSTANT MESSENGERS, WEB
CHAT ROOMS, E-CONFERENCING PLATFORMS, AND OTHER CHAT SOFTWARE. THE
CHAPTER EXAMINES THE IMPACT THAT THESE TECHNOLOGIES HAVE ON LANGUAGE
TEACHING AND LEARNING, AND ADDRESSES HOW THE TECHNOLOGY AND DIVERSITY
AFFECT LANGUAGE TEACHING AND LEARNING PROCESSES, AND MAKE ONLINE
ACTIVITIES MOTIVATING AND AUTHENTIC. SEVERAL PEDAGOGICAL USES
OFSYNCHRONOUS COMPUTER MEDIATED COMMUNICATION ARE PRESENTED, ALONG WITH
RECOMMENDED GUIDELINES FOR SUCCESS. THE CHAPTER CONCLUDES THAT COMPUTER
MEDIATED COMMUNIEATION TECHNOLOGIES CAN BRIDGE THE GAP BETWEEN EDUCATORS
WHO ARE USED TO A PRINT PARADIGM AND STUDENTS, WHO ARE OFTEN TIMES
DIGITAL NATIVES. CHAPTER LXVM LINGUISTIC FORMS AND FUNCTION OFSMS TEXT
MESSAGES IN NIGERIA 969 ROTIMI TAIWO, OBAFERMI AWOLOWO UNIVERSITY,
NIGERIA TAIWO EXAMINES LINGUISTIC FORMS AND FUNCTIONS OFTEXT MESSAGES IN
NIGERIA, EXAMINING HOW MOBILE PHONES HAVE AFFECTED COMMUNICATION IN
NIGERIA. THE POLITICAL AND ECONOMIC CONDITIONS IN NIGERIA ARE BRIEFLY
DESCRIBED IN THE CONTEXT OF THE AVAILABILITY OF TELECOMMUNICATIONS.
SOCIOLINGUISTICS AND LANGUAGES IN NIGERIA ARE ALSO DISCUSSED IN THE SAME
CONTEXT. THE CHAPTER EXAMINES VARIOUS ORTHOGRAPHIE FORMS AND LINGUISTIC
DEVICES COMMON IN TEXT MESSAGING, INCLUDING CONTRACTIONS, INITIALISMS,
AND ACRONYMS, AND EXAMINES HOW NIGERIANS EMPLOY THEM IN ENGLISH AS WEIL
AS HOW THEY RELATE TO THE INDIGENOUS LANGUAGES OFNIGERIA. CHAPTER LXIX
LINGUISTICS OFCOMPUTER MEDIATED COMMUNICATION: APPROACHING THE METAPHOR
983 ROSANNA TARSIERO, GIONNETHICS, ITALY THIS CHAPTER INTRODUCES THE
EMBODIED METAPHOR AS A MEANS OF STUDYING THE MULTIFACETED RELATIONSHIP
BETWEEN COMPUTER MEDIATED COMMUNICATION (CMC) AND CULTURE. IT ARGUES
THAT THE EMBODIED METAPHOR OFFERS A MORE RELIABLE FRAMEWORK, AS OPPOSED
TO BOTH DETERMINISTIC AND DISPOSITIONAL PERSPECTIVES, IN THAT IT
PROVIDES A WAY TO UNDERSTAND, EXPLAIN, AND FRAME THE USER S ADAPTIVE
RESPONSE TO CMC. FURTHERMORE, IT ALSO ARGUES THAT CULTURE HAS THE
POTENTIAL TO SHAPE INTERACTIONS BY INFLUENCING THE WAY METAPHORS ARE
ENACTED. THE AUTHOR HOPES THAT THE AFOREMENTIONED APPROACH WILL PROVIDE
A NEW UNDERSTANDING OF THE INTERPLAY BETWEEN CMC AND CULTURE, INFORMING
FUTURE STUDY DESIGN AND BRIDGING THE EXISTING GAP BETWEEN QUALITATIVE
AND QUANTITATIVE RESEARCH THROUGH ACTION SCIENCE.
|
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| discipline | Allgemeines Pädagogik Sprachwissenschaft Literaturwissenschaft |
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| indexdate | 2024-07-09T21:29:47Z |
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| isbn | 9781599048635 1599048639 9781599048642 1599048647 |
| language | English |
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| spelling | Handbook of research on computer mediated communication Sigrid Kelsey ... (eds.) Computer mediated communication Hershey, Pa. [u.a.] Information Science Reference txt rdacontent n rdamedia nc rdacarrier Gesellschaft Computer-assisted instruction Communication and technology Information technology Social aspects Computerunterstützte Kommunikation (DE-588)4535905-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützte Kommunikation (DE-588)4535905-2 s DE-604 Kelsey, Sigrid Sonstige oth St. Amant, Kirk 1970- Sonstige (DE-588)134043219 oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017062932&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| subject_GND | (DE-588)4535905-2 (DE-588)4143413-4 |
| title | Handbook of research on computer mediated communication |
| title_alt | Computer mediated communication |
| title_auth | Handbook of research on computer mediated communication |
| title_exact_search | Handbook of research on computer mediated communication |
| title_full | Handbook of research on computer mediated communication Sigrid Kelsey ... (eds.) |
| title_fullStr | Handbook of research on computer mediated communication Sigrid Kelsey ... (eds.) |
| title_full_unstemmed | Handbook of research on computer mediated communication Sigrid Kelsey ... (eds.) |
| title_short | Handbook of research on computer mediated communication |
| title_sort | handbook of research on computer mediated communication |
| topic | Gesellschaft Computer-assisted instruction Communication and technology Information technology Social aspects Computerunterstützte Kommunikation (DE-588)4535905-2 gnd |
| topic_facet | Gesellschaft Computer-assisted instruction Communication and technology Information technology Social aspects Computerunterstützte Kommunikation Aufsatzsammlung |
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