Search results for "computer-mediated communication"
showing 10 items of 73 documents
Metacommunication Patterns in Online Communities
2009
Published version of a chapter in the book: Online Communities and Social Computing. Also available from the publisher at http://dx.doi.org/10.1007/978-3-642-02774-1_26 This paper discusses about contemporary literature on computer-mediated metacommunication and observes the phenomenon in two online communities. The results contribute by identifying six general-level patterns of how metacommunication refers to primary communication in online communities. A task-oriented, user-administrated, community (Wikipedia in Finnish) involved a remarkable number of specialized metacommunication genres. In a centrally moderated discussion-oriented community (Patientslikeme), metacommunication was inter…
Career practitioners' conceptions of competency for social media in career services
2014
This article reports findings from a phenomenographic investigation into career practitioners' understanding of competency for social media in career services. Sixteen Danish and Finnish practitioners with experience using social media in career services were interviewed in focus groups. Competency for social media in career services was conceived as (i) an ability to use social media for delivering information, (ii) an ability to use social media for delivering career services, (iii) an ability to utilise social media for collaborative career exploration and (iv) an ability to utilise social media for co-careering. The findings can be used to develop pre-service and in-service training of …
A Linguistic Analysis of the Online Debate on Vaccines and Use of Fora as Information Stations and Confirmation Niche
2017
This study looks at the communication between users concerning health risks, with the aim of exploring their use of fora and assessing whether participants establish a niche with like-minded users during these exchanges. By integrating a corpus linguistic approach with content analysis and multiple studies on computer mediated health discourse, this study analyses the intense attention paid to the correlation between the Measles Mumps Rubella (MMR) vaccine and autism, as an example of elaboration of the message and risk of emotive amplification, with fora working as echo chambers. Results include: a) a qualitative analysis of the content of posts and their qualification, b) a focus on the t…
From technology engineering to social engineering
2007
Virtual worlds have a long history, and it also includes various technologies. Yet research interest towards them has diverged over the years. It seems that nowadays they are on focus again with the evolution of socially oriented and community-supporting virtual worlds. Instead of technical factors, human factors and the motivation behind the use are highlighted. In this paper, we will briefly review the research efforts made in the 90's, and derive a set of themes that were of interest back then. Next, we will expand the set by arguing for newer themes, identified in the latest information systems literature. These two sets of themes form a basis of a research agenda for studying virtual w…
GOING BEYOND TECHNOLOGICAL AFFORDANCES - ASSESSING ORGANIZATIONAL AND SOCIO-INTERACTIONAL AFFORDANCES
2019
Emotion rating from short blog texts
2008
Being able to automatically perceive a variety of emotions from text alone has potentially important applications in CMC and HCI that range from identifying mood from online posts to enabling dynamically adaptive interfaces. However, such ability has not been proven in human raters or computational systems. Here we examine the ability of naive raters of emotion to detect one of eight emotional categories from 50 and 200 word samples of real blog text. Using expert raters as a 'gold standard', naive-expert rater agreement increased with longer texts, and was high for ratings of joy, disgust, anger and anticipation, but low for acceptance and 'neutral' texts. We discuss these findings in ligh…
A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education
2019
This article aims to identify different ways of using mobile devices in students’ learning in higher education. This qualitative research presents the findings from a phenomenographic research of students’ conceptions of mobile learning (m-learning) in higher education. A cohort of 16 students from four universities of Bangladesh took part in semi-structured interviews to explore their in-depth understandings and experiences of m-learning. The findings indicate that university students perceived five qualitatively different ways of using mobile devices in their learning: a medium for communication; a medium for management of learning materials; a tool for effective learning; a means for co…
Les modalités iconiques dans le discours médié par ordinateur: du neuf dans l'interaction?
2018
Graphic modalities (emoticons, emoji, GIF…) are often presented as one of the distinctive features of computer-mediated interaction. In what may be the first reference book on computer-mediated communication (also known as CMC), American linguist Susan C. Herring goes as far as calling them a “unique feature” of digital interaction (Herring 1996, 3). Since then, many linguists have tempered this view and shown that graphic modalities are by no means specific to CMC. However, they remain one of its salient features. Are they, then, to be considered as an evolution or a revolution in interaction? The real question is indeed what they bring to computer-mediated communication, and their status …
Finnish and UK English pre-teen children's text message language and its relationship with their literacy skills
2011
The aim of the study was to demonstrate the style of text language used by Finnish pre-teen texters (n = 65) and determine how their text language related to their traditional literacy skills, and compare descriptively these results with earlier results from work with young English texters. Three kinds of text messages (natural texts, elicited texts and elicited replies) were recorded after cognitive and literacy skills were assessed. Relationships between text language and standard literacy skills were shown to be different between the two languages, and we propose that those differences arise from both the structures of the languages themselves, and the communities of linguistic practice …