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{{SpecsPsy}}
  
{{SpecsPsy}}
   
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'''Computer-Mediated Communication''' (CMC) is any form of communication between two or more individuals who interact and/or influence each other via computer-supported media. CMC mainly focus on social effects of different computer-supported communication technologies. Many recent CMC methods involve internet-based [[social networking]] supported by [[social software]].
 +
'''Computer-mediated communication''' (CMC) is defined as any communicative transaction that occurs through the use of two or more networked computers.<ref>McQuail, Denis. (2005). ''Mcquail's Mass Communication Theory''. 5th ed. London: SAGE Publications.</ref> While the term has [[traditionally]] referred to those communications that occur via computer-mediated formats (e.g., [[instant messages]], [[e-mails]], [[chat rooms]]), it has also been applied to other forms of text-based interaction such as [[text messaging]].<ref>Thurlow, C., Lengel, L. & Tomic, A. (2004). Computer mediated communication: Social interaction and the internet. London: Sage.</ref> Research on CMC focuses largely on the social effects of different computer-supported communication technologies. Many recent studies involve Internet-based [[social networking]] supported by [[social software]].
   
 
== Scope of the field ==
  
== Scope of the field ==
  +
Scholars from a variety of fields study phenomena that can be described under the umbrella term of CMC (see also [[Internet studies]]). For example, many take a [[Social psychology (sociology)|sociopsychological]] approach to CMC by examining how [[humans]] use "computers" (or [[digital media]]) to manage interpersonal interaction, form impressions and form and maintain relationships.<ref>Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23, 3-43.</ref><ref>Walther, J. B., & [[Burgoon, J. K.]] (1992). Relational communication in computer-mediated interaction. Human Communication Research, 19, 50-88.</ref> These studies have often focused on the differences between online and offline interactions, though contemporary research is moving towards the view that CMC should be studied as embedded in everyday life .<ref>Haythornthwaite, C. and Wellman, B. (2002). The Internet in everyday life: An introduction. In B. Wellman and C. Haythornthwaite (Eds.), The Internet in Everyday Life (pp. 3-41). Oxford: Blackwell.</ref> Another branch of CMC research examines the use of [[paralanguage|paralinguistic]] features such as [[emoticon]]s, [[pragmatics|pragmatic]] rules such as turn-taking<ref>Garcia, A. C., & Jacobs, J. B. (1999). The eyes of the beholder: Understanding the turn-taking system in quasi-synchronous computer-mediated communication. Research on Language & Social Interaction, 32, 337-367.</ref> and the [[sequential analysis]] and organization of talk,<ref>Herring, S. (1999). Interactional coherence in CMC. Journal of Computer-Mediated Communication, 4(4). http://jcmc.indiana.edu/vol4/issue4/herring.html</ref><ref>Markman, K. M. (2006). Computer-mediated conversation: The organization of talk in chat-based virtual team meetings. Dissertation Abstracts International, 67 (12A), 4388. (UMI No. 3244348)</ref> and the various [[sociolect]]s, [[Stylistics (linguistics)|styles]], [[register (linguistics)|registers]] or sets of terminology specific to these environments (see [[Leet]]). The study of language in these contexts is typically based on text-based forms of CMC, and is sometimes referred to as "computer-mediated discourse analysis".<ref>Herring, S. C. (2004). Computer-mediated discourse analysis: An approach to researching online behavior. In: S. A. Barab, R. Kling, and J. H. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp. 338-376). New York: Cambridge University Press.</ref>
−
Scholars from a variety of fields study phenomena that can be described by the umbrella term of CMC (see also [[Internet studies|Internet studies]]). For example, many take a [[sociology|sociological]] approach to CMC by examining how humans use "computers" (or [[digital media]]) to form, support and maintain relationships with others (social uses), regulate information flow (instructional uses), and make decisions (including major financial and political ones).
 
   
  ⚫
The way humans communicate in professional, social, and educational settings varies widely, depending upon not only the environment but also the method of communication in which the communication occurs, which in this case is through computers or other information and computer technologies ([[Information technology|ICTs]]). The study of communication to achieve [[collaboration]]&mdash;common work products&mdash;is termed [[computer-supported collaboration]] and includes only some of the concerns of other forms of CMC research.
−
[[Communication studies|Communication scholars]],
 
−
[[Sociolinguistics|sociolinguists]], [[Linguistic anthropology|linguistic anthropologists]], and others sometimes study CMC to observe how language is used in computer-mediated settings ([[online discourse environment]]s). This includes such [[paralanguage|paralinguistic]] features as [[emoticon]]s; [[pragmatic]] rules like turn taking; and specialised [[register (linguistics)|registers]] or sets of terminology specific to these environments (see [[Leet]]).
  
   
  +
Popular forms of CMC include [[e-mail]], [[Video teleconference|video]], [[voice over IP|audio]] or [[text chat]] (text conferencing including "instant messaging"), [[bulletin board]]s, [[mailing list|list-servs]] and [[Massively multiplayer online game|MMOs]].<ref>Bishop, J. (2009). Enhancing the understanding of genres of web-based communities: The role of the ecological cognition framework. International Journal of Web-Based Communities, 5(1), 4-17. Available [http://crocels.com/index.php?q=node/6 online]</ref> These settings are changing rapidly with the development of new technologies. [[Weblog]]s (blogs) have also become popular, and the exchange of [[RSS (file format)|RSS]] data has better enabled users to each "become their own publisher".
⚫
The way humans communicate in professional, social, and educational settings is different, depending upon not only the environment but also the method of communication in which the communication occurs, which in this case, is through the use of computers. The study of communication to achieve [[collaboration]] - common work products - called [[computer-supported collaboration]] and includes only some of the concerns of CMC.
  
   
  ⚫
== Characteristics ==
−
CMC mostly occurs through [[e-mail]], [[Video teleconference|video]], [[voice over IP|audio]] or [[chat]] (text conferencing including "instant messaging"), [[bulletin board]]s, [[mailing list|list-servers]] and [[multiplayer|multi-player video games]]. These settings are changing rapidly with the development of new technologies.
  
  ⚫
Communication occurring within a computer-mediated format has an effect on many different aspects of an interaction. Some of these that have received attention in the scholarly literature include impression formation, deception, group dynamics, disinhibition and especially relationship formation.
   
  ⚫
CMC is examined and compared to other communication media through a number of aspects thought to be universal to all forms of communication, including (but not limited to) [[synchronicity]], [[persistence]] or "recordability", and [[anonymity]]. The association of these aspects with different forms of communication varies widely. For example, [[instant messaging]] is intrinsically synchronous but not persistent, since one loses all the content when one closes the dialog box unless one has a message log set up or has manually copy-pasted the conversation. E-mail and message boards, on the other hand, are low in synchronicity since response time varies, but high in persistence since messages sent and received are saved. Properties that separate CMC from other media also include transience, its multimodal nature, and its relative lack of governing codes of conduct.<ref>McQuail, Denis. (2005). Mcquail's Mass Communication Theory. 5th ed. London: SAGE Publications.</ref> CMC is able to overcome physical and social limitations of other forms of communication and therefore allow the interaction of people who are not physically sharing the same space.
−
[[Weblog]]s have become popular, and although they lack the [[equal power relationship]] of most CMC, the exchange of [[RSS (file format)|RSS]] data has better enabled users to each "become their own publisher".
  
   
  ⚫
Anonymity and in part privacy and security depends more on the context and particular program being used or web page being visited. However, most researchers in the field acknowledge the importance of considering the psychological and social implications of these factors alongside the technical "limitations".
−
The [[wiki]] has come to provide interesting alternatives for communication.
  
  +
  +
== Types ==
  +
CMC can be divided into synchronous and asynchronous modes. In synchronous communications all participants are online at the same time (e.g. IRC), while asynchronous communications occurs with time constraints. (e.g. email).
  +
People choose asynchronous communication like email for delayed, controlled and longer messages. They also prefer email for negative emotion as they are distant from the receiver ("shielding" effect). On the other hand, people prefer synchronous communication like IM for immediate good news. They also use it because they can multitask while talking.
  +
  +
== Language learning ==
  +
{{main|Language learning software}}
  +
CMC is widely discussed in language learning because CMC provides opportunities for language learners to practice their language.<ref>Abrams, Z. (2006). From Theory to Practice: [[Intracultural]] CMC in the L2 Classroom. book chapter, forthcoming in Ducate, Lara & Nike Arnold (Eds.) Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching.</ref> For example, Warschauer<ref>Warschauer, M. (1998). Electronic literacies: Language, culture and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates.</ref> conducted several case studies on using email or discussion boards in different language classes. Warschauer<ref>Warschauer, M. (2006). Laptops and literacy: learning in the wireless classroom: Teachers College, Columbia University.</ref> claimed that information and communications technology “bridge the historic divide between speech … and writing”. Thus, considerable concern has arisen over the reading and writing research in [[Second_language|L2]] due to the booming of Internet.
  +
  +
  +
==See also==
  +
*[[Cyber-bullying]]
  +
*[[Cyberpsychology]]
  +
*[[Computer applications]]
  +
*[[Computer peripheral devices]]
  +
*[[Distance education]]
  +
*[[Groupware]]
  +
*[[Human computer interaction]]
  +
*[[Hyperpersonal model]]
  +
*[[Impression management]]
  +
*[[Information technology]]
  +
*[[Internet identity]]
  +
*[[Internet usage]]
  +
*[[Messages]]
  +
*[[Online chat]]
  +
*[[Online social networks]]
  +
*[[Online therapy]]
  +
*[[Social identity model of deindividuation effects]]
  +
*[[Social information processing theory]]
  +
*[[Social interaction]]
  +
*[[Social perception]]
  +
*[[Social support]]
  +
*[[Telemedicine]]
  +
*[[Virtual classrooms]]
  +
*[[Virtual teams]]
  +
==References==
  +
<references/>
  +
  +
==Further reading==
  +
*Ahern, T.C., Peck, K., & Laycock, M. (1992). The effects of teacher discourse in computer-mediated discussion. Journal of Educational Computing Research, 8(3), 291-309.
  +
*Angeli, C., Valanides, N., & Bonk, C.J. (2003). Communication in a web-based conferencing system: The quality of computer-mediated interactions. British Journal of Educational Technology, 34(1), 31-43.
  +
*Bannan-Ritland, B. (2002). Computer-mediated communication, elearning, and interactivity: A review of the research. Quarterly Review of Distance Education, 3(2), 161-180.
  +
*Christopher, M.M., Thomas, J.A., and Tallent-Runnels, M.K. (2004). Raising the Bar: Encouraging high level thinking in online discussion forums. Roeper Review, 26(3), 166-171.
  +
*Cooper, M.M., & Selfe, C.L. (1990). Computer conferences and learning: Authority, resistance, and internally persuasive discourse. [[College English]], 52(8), 847-869.
  +
*Forman, E.A. (2000). Knowledge building in discourse communities. Human Development, 43(6), 364-368.
  +
*Gabriel, M.A. (2004). Learning together: Exploring group interactions online. Journal of Distance Education, 19(1), 54-72.
  +
*Gilbert, K.G., & Dabbagh, N. (2005). How to structure online discussions for meaningful discourse: a case study. British Journal of Educational Technology, 36(1), 5-18.
  +
*Gunawardena, C.H., Nolla, A.C., Wilson, P.L., Lopez-Isias, Jr. et al. (2001). A cross-cultural study of group process and development in online conferences. Distance Education, 22(1), 85-122.
  +
*Hara, N., Bonk, C.J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 115-152.
  +
*Hewitt, J. (2001). Beyond threaded discourse. International Journal of Educational Telecommunications, 7(3), 207-221.
  +
*Hewitt, J. (2003). How habitual online practices affect the development of asynchronous discussion threads. Journal of Educational Computing Research, 28(1), 31-45.
  +
*Javela, S., Bonk, C.J., & Sirpalethti, S.L. (1999). A theoretical analysis of social interactions in computer-based learning environments: Evidence for reciprocal understandings. Journal of Educational Computing Research, 21(3), 363-388.
  +
*Jones, G., & Schieffelin, B. (2009). Enquoting Voices, Accomplishing Talk: Uses of ''Be+Like'' in Instant Messaging. Language & Communication, 29(1), 77-113.
  +
*Jones, G., & Schieffelin, B. (2009). Talking Text and Talking Back: "My BFF Jill" from Boob Tube to YouTube. Journal of Computer-Mediated Communication, 14(4), 1050 - 1079.
  +
*Kalman, Y. M. and Rafaeli, S. (2007-05-23). Modulating Synchronicity in Computer-Mediated Communication. Paper presented at the annual meeting of the International Communication Association, TBA, San Francisco, CA Online <APPLICATION/PDF>. 2010-01-24 from http://www.allacademic.com/meta/p170694_index.html
  +
*Kirk, J.J., & Orr, R.L. (2003). A primer on the effective use of threaded discussion forums. ERIC document.
  +
*Lapadat, J.C. (2003). Teachers in an online seminar talking about talk: Classroom discourse and school change. Language and Education, 17(1), 21-41.
  +
*Leinonen, P., Jarvela, S., & Lipponen, L. (2003). Individual students’ interpretations of their contribution to the computer-mediated discussions. Journal of Interactive Learning Research, 14(1), 99-122.
  +
*Lin, L. (2008). An online learning model to facilitate learners’ rights to
  +
education. Journal of Asynchronous Learning Networks (JALN), 12(1), pp.&nbsp;127–143. [Special issue distributed by Sloan-C JALN in collaboration with five other international journals: http://www.distanceandaccesstoeducation.org/]
  +
*Lin, L., Cranton, P. & Bridglall, B. (2005). Psychological type and asynchronous
  +
written dialogue in adult learning. Teachers College Record, 107(8), 1788-1813.
  +
*MackNnight, C.B. (2000). Teaching critical thinking through online discussions. Educause Quarterly, 4, 38-41.
  +
*Poole, D.M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 33(2), 162-176.
  +
*Schrire, S. (2003). A model for evaluating the process of learning in asynchronous computer conferencing. Journal of Instructional Delivery Systems, 17(1), 6-12.
  +
*Vonderwell, S. (2002). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and Higher Education, 6, 77-90.
  +
*Wade, S.E., & Fauske, J.R. (2004). Dialogue online: Prospective teachers’ discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39(2), 134-160.
  +
*Wu, D., & Hiltz, S.R. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Networks, 8(2), 139-152.
   
⚫
== Characteristics ==
  
⚫
Switching communication to a more computer mediated form has an effect on many different factors: impression formation, deception and lying behavior, group dynamics, disinhibition, and especially relationship formation.
  
   
⚫
CMC is examined and compared to other communication media through common aspects of any forms of communication, including (but not limited to) [[synchronicity]], [[persistence]] or "recordability", and [[anonymity]]. Each of these aspects vary widely for different forms of communication. For example, [[instant messaging]] is highly synchronous, but rarely persistent since one loses all the content when one closes the dialog box unless one has a message log set up or has manually copy-pasted the conversation. E-mail and message boards are similar; both are low in synchronicity since response time varies, but high in persistence since messages sent and received are saved.
 
   
⚫
Anonymity and in part privacy and security, depends more on the context and particular program/web page being used. It is important to remember the psychological and social implications of these factors, instead of just focusing on the technical limitations.
  
   
 
==External links==
  
==External links==
Line 30: Line 94:
 
* [http://cucmc.comm.cornell.edu/] Cornell University CMC
  
* [http://cucmc.comm.cornell.edu/] Cornell University CMC
   
  +
⚫
[[Category:human communication]]
  
  +
{{Computer-mediated communication}}
⚫
[[category:cyberpsychology]]
  
  +
  +
[[category:Computer mediated communication]]
  ⚫
[[category:Cyberpsychology]]
  ⚫
[[Category:Electronic communication]]
  +
[[Category:Interpersonal communication]]
   
 
{{enWP|Computer-mediated communication}}
  
{{enWP|Computer-mediated communication}}

Latest revision as of 19:36, 10 September 2012

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Computer-mediated communication (CMC) is defined as any communicative transaction that occurs through the use of two or more networked computers.[1] While the term has traditionally referred to those communications that occur via computer-mediated formats (e.g., instant messages, e-mails, chat rooms), it has also been applied to other forms of text-based interaction such as text messaging.[2] Research on CMC focuses largely on the social effects of different computer-supported communication technologies. Many recent studies involve Internet-based social networking supported by social software.

Scope of the field

Scholars from a variety of fields study phenomena that can be described under the umbrella term of CMC (see also Internet studies). For example, many take a sociopsychological approach to CMC by examining how humans use "computers" (or digital media) to manage interpersonal interaction, form impressions and form and maintain relationships.[3][4] These studies have often focused on the differences between online and offline interactions, though contemporary research is moving towards the view that CMC should be studied as embedded in everyday life .[5] Another branch of CMC research examines the use of paralinguistic features such as emoticons, pragmatic rules such as turn-taking[6] and the sequential analysis and organization of talk,[7][8] and the various sociolects, styles, registers or sets of terminology specific to these environments (see Leet). The study of language in these contexts is typically based on text-based forms of CMC, and is sometimes referred to as "computer-mediated discourse analysis".[9]

The way humans communicate in professional, social, and educational settings varies widely, depending upon not only the environment but also the method of communication in which the communication occurs, which in this case is through computers or other information and computer technologies (ICTs). The study of communication to achieve collaboration—common work products—is termed computer-supported collaboration and includes only some of the concerns of other forms of CMC research.

Popular forms of CMC include e-mail, video, audio or text chat (text conferencing including "instant messaging"), bulletin boards, list-servs and MMOs.[10] These settings are changing rapidly with the development of new technologies. Weblogs (blogs) have also become popular, and the exchange of RSS data has better enabled users to each "become their own publisher".

Characteristics

Communication occurring within a computer-mediated format has an effect on many different aspects of an interaction. Some of these that have received attention in the scholarly literature include impression formation, deception, group dynamics, disinhibition and especially relationship formation.

CMC is examined and compared to other communication media through a number of aspects thought to be universal to all forms of communication, including (but not limited to) synchronicity, persistence or "recordability", and anonymity. The association of these aspects with different forms of communication varies widely. For example, instant messaging is intrinsically synchronous but not persistent, since one loses all the content when one closes the dialog box unless one has a message log set up or has manually copy-pasted the conversation. E-mail and message boards, on the other hand, are low in synchronicity since response time varies, but high in persistence since messages sent and received are saved. Properties that separate CMC from other media also include transience, its multimodal nature, and its relative lack of governing codes of conduct.[11] CMC is able to overcome physical and social limitations of other forms of communication and therefore allow the interaction of people who are not physically sharing the same space.

Anonymity and in part privacy and security depends more on the context and particular program being used or web page being visited. However, most researchers in the field acknowledge the importance of considering the psychological and social implications of these factors alongside the technical "limitations".

Types

CMC can be divided into synchronous and asynchronous modes. In synchronous communications all participants are online at the same time (e.g. IRC), while asynchronous communications occurs with time constraints. (e.g. email). People choose asynchronous communication like email for delayed, controlled and longer messages. They also prefer email for negative emotion as they are distant from the receiver ("shielding" effect). On the other hand, people prefer synchronous communication like IM for immediate good news. They also use it because they can multitask while talking.

Language learning

Main article: Language learning software

CMC is widely discussed in language learning because CMC provides opportunities for language learners to practice their language.[12] For example, Warschauer[13] conducted several case studies on using email or discussion boards in different language classes. Warschauer[14] claimed that information and communications technology “bridge the historic divide between speech … and writing”. Thus, considerable concern has arisen over the reading and writing research in L2 due to the booming of Internet.


See also

References

  1. ↑ McQuail, Denis. (2005). Mcquail's Mass Communication Theory. 5th ed. London: SAGE Publications.
  2. ↑ Thurlow, C., Lengel, L. & Tomic, A. (2004). Computer mediated communication: Social interaction and the internet. London: Sage.
  3. ↑ Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23, 3-43.
  4. ↑ Walther, J. B., & Burgoon, J. K. (1992). Relational communication in computer-mediated interaction. Human Communication Research, 19, 50-88.
  5. ↑ Haythornthwaite, C. and Wellman, B. (2002). The Internet in everyday life: An introduction. In B. Wellman and C. Haythornthwaite (Eds.), The Internet in Everyday Life (pp. 3-41). Oxford: Blackwell.
  6. ↑ Garcia, A. C., & Jacobs, J. B. (1999). The eyes of the beholder: Understanding the turn-taking system in quasi-synchronous computer-mediated communication. Research on Language & Social Interaction, 32, 337-367.
  7. ↑ Herring, S. (1999). Interactional coherence in CMC. Journal of Computer-Mediated Communication, 4(4). http://jcmc.indiana.edu/vol4/issue4/herring.html
  8. ↑ Markman, K. M. (2006). Computer-mediated conversation: The organization of talk in chat-based virtual team meetings. Dissertation Abstracts International, 67 (12A), 4388. (UMI No. 3244348)
  9. ↑ Herring, S. C. (2004). Computer-mediated discourse analysis: An approach to researching online behavior. In: S. A. Barab, R. Kling, and J. H. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp. 338-376). New York: Cambridge University Press.
  10. ↑ Bishop, J. (2009). Enhancing the understanding of genres of web-based communities: The role of the ecological cognition framework. International Journal of Web-Based Communities, 5(1), 4-17. Available online
  11. ↑ McQuail, Denis. (2005). Mcquail's Mass Communication Theory. 5th ed. London: SAGE Publications.
  12. ↑ Abrams, Z. (2006). From Theory to Practice: Intracultural CMC in the L2 Classroom. book chapter, forthcoming in Ducate, Lara & Nike Arnold (Eds.) Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching.
  13. ↑ Warschauer, M. (1998). Electronic literacies: Language, culture and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates.
  14. ↑ Warschauer, M. (2006). Laptops and literacy: learning in the wireless classroom: Teachers College, Columbia University.

Further reading

  • Ahern, T.C., Peck, K., & Laycock, M. (1992). The effects of teacher discourse in computer-mediated discussion. Journal of Educational Computing Research, 8(3), 291-309.
  • Angeli, C., Valanides, N., & Bonk, C.J. (2003). Communication in a web-based conferencing system: The quality of computer-mediated interactions. British Journal of Educational Technology, 34(1), 31-43.
  • Bannan-Ritland, B. (2002). Computer-mediated communication, elearning, and interactivity: A review of the research. Quarterly Review of Distance Education, 3(2), 161-180.
  • Christopher, M.M., Thomas, J.A., and Tallent-Runnels, M.K. (2004). Raising the Bar: Encouraging high level thinking in online discussion forums. Roeper Review, 26(3), 166-171.
  • Cooper, M.M., & Selfe, C.L. (1990). Computer conferences and learning: Authority, resistance, and internally persuasive discourse. College English, 52(8), 847-869.
  • Forman, E.A. (2000). Knowledge building in discourse communities. Human Development, 43(6), 364-368.
  • Gabriel, M.A. (2004). Learning together: Exploring group interactions online. Journal of Distance Education, 19(1), 54-72.
  • Gilbert, K.G., & Dabbagh, N. (2005). How to structure online discussions for meaningful discourse: a case study. British Journal of Educational Technology, 36(1), 5-18.
  • Gunawardena, C.H., Nolla, A.C., Wilson, P.L., Lopez-Isias, Jr. et al. (2001). A cross-cultural study of group process and development in online conferences. Distance Education, 22(1), 85-122.
  • Hara, N., Bonk, C.J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 115-152.
  • Hewitt, J. (2001). Beyond threaded discourse. International Journal of Educational Telecommunications, 7(3), 207-221.
  • Hewitt, J. (2003). How habitual online practices affect the development of asynchronous discussion threads. Journal of Educational Computing Research, 28(1), 31-45.
  • Javela, S., Bonk, C.J., & Sirpalethti, S.L. (1999). A theoretical analysis of social interactions in computer-based learning environments: Evidence for reciprocal understandings. Journal of Educational Computing Research, 21(3), 363-388.
  • Jones, G., & Schieffelin, B. (2009). Enquoting Voices, Accomplishing Talk: Uses of Be+Like in Instant Messaging. Language & Communication, 29(1), 77-113.
  • Jones, G., & Schieffelin, B. (2009). Talking Text and Talking Back: "My BFF Jill" from Boob Tube to YouTube. Journal of Computer-Mediated Communication, 14(4), 1050 - 1079.
  • Kalman, Y. M. and Rafaeli, S. (2007-05-23). Modulating Synchronicity in Computer-Mediated Communication. Paper presented at the annual meeting of the International Communication Association, TBA, San Francisco, CA Online <APPLICATION/PDF>. 2010-01-24 from http://www.allacademic.com/meta/p170694_index.html
  • Kirk, J.J., & Orr, R.L. (2003). A primer on the effective use of threaded discussion forums. ERIC document.
  • Lapadat, J.C. (2003). Teachers in an online seminar talking about talk: Classroom discourse and school change. Language and Education, 17(1), 21-41.
  • Leinonen, P., Jarvela, S., & Lipponen, L. (2003). Individual students’ interpretations of their contribution to the computer-mediated discussions. Journal of Interactive Learning Research, 14(1), 99-122.
  • Lin, L. (2008). An online learning model to facilitate learners’ rights to

education. Journal of Asynchronous Learning Networks (JALN), 12(1), pp. 127–143. [Special issue distributed by Sloan-C JALN in collaboration with five other international journals: http://www.distanceandaccesstoeducation.org/]

  • Lin, L., Cranton, P. & Bridglall, B. (2005). Psychological type and asynchronous

written dialogue in adult learning. Teachers College Record, 107(8), 1788-1813.

  • MackNnight, C.B. (2000). Teaching critical thinking through online discussions. Educause Quarterly, 4, 38-41.
  • Poole, D.M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 33(2), 162-176.
  • Schrire, S. (2003). A model for evaluating the process of learning in asynchronous computer conferencing. Journal of Instructional Delivery Systems, 17(1), 6-12.
  • Vonderwell, S. (2002). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and Higher Education, 6, 77-90.
  • Wade, S.E., & Fauske, J.R. (2004). Dialogue online: Prospective teachers’ discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39(2), 134-160.
  • Wu, D., & Hiltz, S.R. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Networks, 8(2), 139-152.



External links

  • [1] Association of Internet Researchers
  • Collaboration & technology - help contribute to a free collaborative encycolopedia on collaboration.
  • [2] Communications @
  • [3] Cornell University CMC


v·d·e
Computer-mediated communication
Online chat · Online discussion · Communication software · Collaborative software · Social network service · Virtual learning environment
Asynchronous conferencing

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Synchronous conferencing

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