E-Mentoring

2018 ◽  
pp. 112-135
Author(s):  
Mahvish Ponum ◽  
Sumbal Samad ◽  
Rukhshanda Ramzan
Keyword(s):  
Best Practices ◽  
Students With Disabilities ◽  
Computer Networks ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Computer Mediated ◽  
Traditional Mentoring

With the advent of computer networks, e-mentoring becomes feasible and indispensable to enlighten protégés. E-mentoring comes into play where conventional mentoring is unable to assist students, if they are unable to reach at specified location and time. This chapter elucidates concepts, challenges, impact, and evaluation of e-mentoring by referencing scholars. This chapter retains juxtaposition of traditional mentoring and e-mentoring, which is computer-mediated communication (CMC). It also explains technologies for e-mentoring like web-based and different programs that have been carried out in literature. This chapter also includes best practices and the role of e-mentoring in different fields such as medicines, entrepreneurs, and for students with disabilities.

scholarly journals “Just Chatting”: Research Ethics and Cyberspace

2007 ◽  
Vol 6 (2) ◽  
pp. 95-105 ◽  
Author(s):  
Ellen Whiteman
Keyword(s):  
Qualitative Research ◽  
Research Ethics ◽  
Participant Observation ◽  
Computer Mediated Communication ◽  
Internet Research ◽  
Research Ethic ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Changing Role

Research conducted through computer-mediated communication is challenging traditional definitions of what is ethical research. In this article the author examines the changing role of assent/consent, confidentiality, and participant observation in qualitative research conducted in cyberspace. She concludes that REBs (research ethic boards) might be becoming more conservative in their decisions at the very moment that Internet research requires more flexibility and broader ethical definitions.

scholarly journals The role of sex differences in detecting deception in computer-mediated communication in English

2018 ◽  
Vol 2 (1) ◽  
pp. 39
Author(s):  
Anna Kuzio
Keyword(s):  
Interpersonal Communication ◽  
Deception Detection ◽  
Computer Mediated Communication ◽  
Significant Variable ◽  
Detection Capability ◽  
Mediated Communication ◽  
Male And Female ◽  
Computer Mediated ◽  
Detection Probabilities

<p>While  deception  seems  to  be  a  common  approach  in  interpersonal  communication,  most examination on interpersonal deception sees the sex of the interlocutor as unconnected with the capability to notice deceptive messages. This research studies the truth and deception detection capability  of  both  male  and  female  receivers  when  replying  to  both  true  and  deceptive messages  from  both  male  and  female  speakers.  The  outcomes  indicate  that  sex  may  be  a significant variable in comprehending the interpersonal detection probabilities of truth and of lies. An interaction of variables including the speakers’ sex, receivers’ sex, and whether the message appears to be truthful or deceptive is created to relate to detection capability.</p>

Toward a broader understanding of social talk in Web-based courses

2012 ◽  
Vol 32 (3) ◽  
Author(s):  
Linda Reneland-Forsman
Keyword(s):  
Computer Mediated Communication ◽  
School Teachers ◽  
Mediated Communication ◽  
Group Culture ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Narrative Format ◽  
Normative Status

AbstractThe interactive potential of computer-mediated communication has proved more difficult to realize than expected. This study tries to break away from the normative status of speech underlining computer-mediated communication by asking how social talk is manifested in Web-based learning environments. The asynchronous communication of 55 students during a study period of 18 weeks was examined using mediated discourse analysis. The students were training as pre-school teachers in a four-year program. Their ability to create a group culture seemed significant for how they developed group autonomy and were able to handle unexpected incidents or a loose framing. The communication between the students was in narrative format and was lengthy in character; trust and confidence were dropped off as part of a constant construction of group culture. These students did not adopt or develop known means of compensating for the loss of nonverbal clues. There were indications of sharing private concerns and information from other practices in life as a conditional aspect of participation. When having troubles to cope, it was the youngest students who failed.

Going Viral in the Classroom

2013 ◽  
pp. 207-223
Author(s):  
Jessica J. Eckstein
Keyword(s):  
Social Change ◽  
Best Practices ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Technologies ◽  
Computer Mediated ◽  
Classroom Project

This chapter demonstrates the potential for social change in computer mediated communication (CMC) education. A foundational discussion of emerging online technologies in terms of potentials for students and responsibilities of educators is followed with a description of a “best practices” classroom project and incorporation of case-study observations in terms of CMC benefits and challenges. The goal of this chapter is to highlight potential societal outcomes inherent in CMC education for students and educators as agents of social change.

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 1334-1349
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-toface classroom and enable active learning between face-to-face class times. This article presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

Agency and impoliteness in Korean online interactions

2019 ◽  
Vol 2 (2) ◽  
pp. 233-259
Author(s):  
Ariel Kim ◽  
Lucien Brown
Keyword(s):  
Social Norms ◽  
Computer Mediated Communication ◽  
Active Role ◽  
Text Messages ◽  
Small Scale ◽  
Mediated Communication ◽  
Naturally Occurring ◽  
Computer Mediated ◽  
Social Meanings

Abstract (Im)politeness research has often focused either on the importance of social norms or on the intentions of the speaker, with the active role of the listener in assigning social meanings overlooked. This limitation particularly applies to so-called “discernment languages” such as Korean and Japanese. The current paper addresses this gap by offering a small-scale qualitative study of recipient agency in Korean naturally occurring computer-mediated communication (CMC). The data analyzed includes 14 text messages between the recipient (the proprietor of an online food business) and his customer, which were posted on a blog that he owned and operated. We focus on how the recipient agentively evaluates the language usage of the customer, including inconsistent evaluations of her use of non-honorific language, or panmal. The results suggest that the instability of (im)politeness interpretations cannot be explained solely by social norms or intentions but should also include the socially-mediated agency of the recipient.

The Role of Computer-Mediated Communication

2010 ◽  
Vol 6 (4) ◽  
pp. 61-73
Author(s):  
Bolanle A. Olaniran ◽  
Natasha Rodriguez
Keyword(s):  
Information Technology ◽  
Computer Mediated Communication ◽  
Corporate Training ◽  
Future Trends ◽  
Organizational Training ◽  
Mediated Communication ◽  
Theoretical Approaches ◽  
Technological Advances ◽  
Computer Mediated

The use of information technology to enhance classroom learning and deliver corporate training is the latest trend and focus of much research in the computer-mediated communication (CMC) and development industry. Technological advances continue to alter the various ways in which academic and organizational training is facilitated and conducted. This paper presents a review of the available literature and trends in CMC, specifically, CMC’s theoretical approaches, types/roles, benefits/disadvantages, and contributions to academic institutions and corporate organizations. The authors also provide a discussion of future trends and implications in this subject.

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