IMPLEMENTASI COMPUTER MEDIATED COMMUNICATION DALAM DIGITAL STAFFING BERBASIS MOBILE APPLICATION DAN ONLINE PLATFORM DI PERUSAHAAN STARTUP

This journal article reviews the literature on the implementation of computer-mediated communication in electronic recruitment or digital staffing which aims to explore how the computer-mediated communication environment has been applied in optimizing its activity. In addition, there are study investigations in particular the benefits of computer-mediated communication and the factors that influence the use of computer-mediated communication in this kind of activity at  startups focused in recruitment services. This study discusses the implementation of computer-mediated communication as a forum for digital staffing. In this era of globalization, recruitment activities have shifted from traditional channels and practices to online processes. Therefore, online recruitment today has presented a series of different practices that occur on the Internet, especially in the recruitment of workers based on mobile applications and websites. This research was conducted with a qualitative method in which semi-structured interviews were conducted by interviewing three employees with various positions ranging from staff to manager level in a startup company of digital staffing. The purpose of this study is to explore the perspectives of employees regarding digital staffing based on mobile applications and communication media used in the process. This research shows that computer-mediated communication patterns cause several changes including in the conventional staffing to digital staffing through mobile applications and websites

Student and supervisor perspectives in a computer-mediated research relationship

A brief narrative description of the journal article, document, or resource. This paper presents the reflective perspectives of the student and supervisor in a successful computer-mediated research relationship at Deakin University (Australia). Key contributing factors are discussed in a dialog format covering the role of computer-mediated communication (CMC), the projection of social presence, student self-efficacy beliefs, the role of information and communication technology (ICT), and interaction in online professional networks. Drawing on relevant theory, inherent challenges are addressed, informing some concluding suggestions as to how supervision might become more responsive to the emergent forms of research learning being experienced by escalating numbers of postgraduate students studying at a distance via ICT.<br /

Computer mediated communication: Elements impacting sustained usage by Iowa elementary and middle school teachers

The purpose of the study was to examine, using a case study methodology, interactions among a group of Iowa teachers involved in a computer mediated communication project, to better understand those elements which may impact sustained usage of computer mediated communication. The study involved examination of one year\u27s worth of on-line journal postings and interactive conferences, and interviews with the 22 teachers involved in the project. The multiple sources of data collected were analyzed using a methodology known as constant comparative, and the analysis presented according to the following themes: What topics did the participants discuss while using computer mediated communication? Were there differences in language used by the teachers in the weekly journals versus the on-line conferences? What were the reflective responses of these teachers when questioned about their involvement with computer mediated communication? The study found that topics of discussion evolving from the teacher\u27s use of computer mediated communication fell into four areas: social, school related, class related, and personal. The study also found a significant difference in the language used by the teachers in their weekly journals versus the on-line conferences. Analysis of the reflective responses to the interview questions revealed behavioral or attitudinal patterns in the areas of home use, frequency of use, sharing of experiences, relevance to teaching, viability for inservice activities, time commitment, and support. Examination of the above findings revealed differences impacting sustained usage in the areas of gender, the teachers\u27 perception of the innovative aspects of the new technology, and their attitude toward time commitment. Recommendations were made in the areas of (a) time for integration of new technologies, (b) working collaboratively, (c) technical support, (d) school district commitment, (e) funding, and (f) additional research

Gender and Human-Machine Communication: Where Are We?

In this introduction to the fifth volume of the journal Human-Machine Communication, we present and discuss the five articles focusing on gender and human-machine communication. In this essay, we will analyze the theme of gender, including how this notion has historically and politically been set up, and for what reasons. We will start by considering gender in in-person communication, then we will progress to consider what happens to gender when it is mediated by the most important ICTs that preceded HMC: the telephone, mobile phone, and computer-mediated communication (CMC). We outline the historical framework necessary to analyze the last section of the essay, which focuses on gender in HMC. In the conclusion, we will set up some final sociological and political reflections on the social meaning of these technologies for gender and specifically for women

Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning

[EN] Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.Young, EH.; West, RE. (2018). Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning. The EuroCALL Review. 26(1):59-78. doi:10.4995/eurocall.2018.8599SWORD5978261American Council on the Teaching of Foreign Languages. (2012). Performance descriptors for language learners. http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learnersAbuseileek, A. F., & Qatawneh, K. (2013). Effects of synchronous and asynchronous computer-mediated communication (CMC) oral conversations on English language learners' discourse functions. Computers and Education, 62, 181-190. doi:10.1016/j.compedu.2012.10.013Bakar, N. A., Latiff, H., & Hamat, A. (2013). Enhancing ESL learners speaking skills through asynchronous online discussion forum. Asian Social Science, 9(9), 224-234. doi:10.5539/ass.v9n9p224Baker-Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A. (2014). Does measuring L2 utterance fluency equal measuring overall L2 proficiency? Evidence from five languages. Foreign Language Annals, 47(4), 707-728. doi: 10.1111/flan.12110Castañeda, M., & Rodríguez-González, E. (2011). L2 speaking self-ability perceptions through multiple video speech drafts. Hispania, 94(3), 483-501.Clark, R. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. doi: 10.1152/advan.00094.2010Clifford, R. (2002). Achievement, performance, and proficiency testing. Paper presented at the Berkeley Language Center Colloquium on the Oral Proficiency Interview, University of California at Berkley.Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11(4), 367-383.Delaney, T. (2012). Quality and quantity of oral participation and English proficiency gains. Language Teaching Research, 16(4), 467-482. doi: 10.1177/1362168812455586Dixon, E. M., & Hondo, J. (2014). Re-purposing an OER for the online language course: A case study of Deutsch Interaktiv by the Deutsche Welle. Computer Assisted Language Learning, 27(2), 109-121. doi: 10.1080/09588221.2013.818559Dona, E., Stover, S., & Broughton, N. (2014). Modern languages and distance education: Thirteen days in the cloud. Turkish Online Journal of Distance Education, 15(3), 155-170.Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12-26. doi:10.14434/josotlv14i5.12829Fukushima, T. (2002). Promotional video production in a foreign language course. Foreign Language Annals, 35(3), 349-355.Gleason, J. & Suvorov, R. (2012). Learner perceptions of asynchronous oral computer-mediated communication: Proficiency and second language selves. Canadian Journal of Applied Linguistics, 15(1), 100-121.Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals, 40(1), 62-78. doi: 10.1111/j.1944-9720.2007.tb02854.xGromik, N. A. (2012). Computers & education cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1), 223-230. doi: 10.1016/j.compedu.2011.06.013Graham, C. (2006). Blended learning systems: Definition, current trends, and future directions. In Bonk, C. & Graham, C. (eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco: Pfeiffer. doi: 10.2307/4022859Hastie, P., Brock, S., Mowling, C. & Eiler, K. (2012). Third grade students' self-assessment of basketball dribbling tasks. Journal of Physical Education and Sport, 12(4), 427-430. doi: 10.7752/jpes.2012.04063Hirotani, M. (2009). Synchronous versus asynchronous CMC and transfer to Japanese oral performance. Calico Journal, 26(2), 413-438. doi: 10.1016/j.cpen.2012.02.001Hirotani, M. & Lyddon, P. A. (2013). The development of L2 Japanese self-introductions in an asynchronous computer-mediated language exchange. Foreign Language Annals, 46(3), 469-490. doi: 10.1111/flan.12044Hung, S. T. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions. British Journal of Educational Technology, 42(5), 736-746. doi: 10.1111/j.1467-8535.2010.01086.xJamshidi, R., LaMasters, T., Eisenberg, D., Duh, Q. Y. & Curet, M. (2009). Video self-assessment augments development of videoscopic suturing skill. Journal of the American College of Surgeons, 209(5), 622-625. doi: 10.1016/j.jamcollsurg.2009.07.024Karweit, N. (1984). Time on task reconsidered: Synthesis of research on time and learning. Educational Leadership, 41(8), 32-35.Kirkgöz, Y. (2011). A blended learning study on implementing video recorded speaking tasks in task-based classroom instruction. Turkish Online Journal of Educational Technology, 10(4), 1-13.Kitade, K. (2000). L2 learners' discourse and SLA theories in CMC: Collaborative interaction in internet chat. Computer Assisted Language Learning, 13(2), 143-166. doi: 10.1076/0958-8221(200004)13Kormos, J. & Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145-164. doi: 10.1016/j.system.2004.01.001Lamy, M.-N. & Goodfellow, R. (1999). "Reflective conversation" in the virtual classroom. Language Learning & Technology, 2(2), 43-61.Lepore, C. E. (2014). Influencing students' pronunciation and willingness to communicate through interpersonal audio discussions. Dimension, 73-96.Lin, H. (2015). Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis. ReCALL, 27(3), 261-287. doi: 10.1017/S095834401400041XMcIntosh, S., Braul, B. & Chao, T. (2003). A case study in asynchronous voice conferencing for language instruction. Educational Media International, 40(1), 63-73. doi: 10.1080/0952398032000092125Ono, Y., Onishi A., Ishihara M. & Yamashiro M. (2015). Voice-based computer mediated communication for individual practice to increase speaking proficiency: Construction and pilot study. In Zaphiris P. & Ioannou A. (eds.), Learning and collaboration technologies. LCT 2015. Lecture Notes in Computer Science, 9192. New York: Springer.Pop, A., Tomuletiu, E. A. & David, D. (2011). EFL speaking communication with asynchronous voice tools for adult students. Procedia - Social and Behavioral Sciences, 15, 1199-1203. doi: 10.1016/j.sbspro.2011.03.262Sauro, S. & Smith, B. (2010). Investigating L2 performance in text chat. Applied Linguistics, 31(4), 554-577.Segalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge.Shih, R. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883-897.Sun, Y. C. (2012). Examining the effectiveness of extensive speaking practice via voice blogs in a foreign language learning context. CALICO Journal, 29(3), 494-506.Sun, Y.C. & Yang, F.Y. (2015). I help, therefore, I learn: Service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219. doi: 10.1080/09588221.2013.818555Tiraboschi, T. & Iovino, D. (2009). Learning a foreign language through the media. Journal of E-Learning and Knowledge Society, 5(3), 133-137.Tognozzi, E. & Truong, H. (2009). Proficiency and assessment using WIMBA voice technology. Italica, 86(1), 1-23.Yaneske, E. & Oates, B. (2010). Using voice boards: Pedagogical design, technological implementation, evaluation and reflections. Australasian Journal of Educational Technology, 26(8), 233-250. doi: 10.3402/rlt.v18i3.10767Ziegler, N. (2013). Synchronous computer-mediated communication and interaction: A research synthesis and meta-analysis (Doctoral dissertation). Washington, DC

Learning through Sharing: Open Resources, Open Practices, Open Communication: Teacher Education and Computer-Mediated Communication SIGs joint event

[EN] For the third consecutive year (after Lyon and Barcelona), the Teacher Education and CMC SIGs organised a joint annual Seminar, which took place at the University of Bologna on 29 and 30 March. The theme chosen for this year's event was Openness as a way of learning through sharing.Beaven, A. (2012). Learning through Sharing: Open Resources, Open Practices, Open Communication: Teacher Education and Computer-Mediated Communication SIGs joint event. The EuroCALL Review. 20(2):103-105. https://doi.org/10.4995/eurocall.2012.11382SWORD103105202Downes, S. (2011). Open Educational Resources: A Definition. In Half an Hour (blog) http://halfanhour.blogspot.com.es/2011/07/open-educational-resources-definition.htmlGunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11(3), 8-26. https://doi.org/10.1080/08923649709526970ICDE (2011). Definition of Open Educational Practices. http://www.icde.org/en/resources/open_educational_quality_inititiative/definition_of_open_educational_practices/OER Commons (2011) OER Community. http://www.oercommons.org/communit

How to simulate a quantum computer using negative probabilities

The concept of negative probabilities can be used to decompose the interaction of two qubits mediated by a quantum controlled-NOT into three operations that require only classical interactions (that is, local operations and classical communication) between the qubits. For a single gate, the probabilities of the three operations are 1, 1, and -1. This decomposition can be applied in a probabilistic simulation of quantum computation by randomly choosing one of the three operations for each gate and assigning a negative statistical weight to the outcomes of sequences with an odd number of negative probability operations. The exponential speed-up of a quantum computer can then be evaluated in terms of the increase in the number of sequences needed to simulate a single operation of the quantum circuit.Comment: 11 pages, including one figure and one table. Full paper version for publication in Journal of Physics A. Clarifications of basic concepts and discussions of possible implications have been adde

Enhancing flexible business training through computer-mediated communication

A previous article in this journal, by the same author, reported on research that indicated that flexible training for business learners in the workplace needed to take account of their need for instructor guidance and direction, and of their preference for learning in affiliative environments with fellow learners and trainers. In this article the use of computer-mediated&nbsp; communication (CMC) is explored as one training method that can assist with flexible training of this clientele. Some specific strategies for the successful use of CMC are suggested.<br /

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

[EN] 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.Kuzio, A. (2018). The role of sex differences in detecting deception in computer-mediated communication in English. Journal of Computer-Assisted Linguistic Research. 2(1):39-53. doi:10.4995/jclr.2018.10521SWORD395321Aamodt, M. G., & Custer, H. (2006). Who can best catch a liar? A meta-analysis of individual differences in detecting deception. The Forensic Examiner, 15(1), 6-11.Blalock, H. M. (1972). Social Statistics. New York: McGraw Hill.Bond, C. F., & DePaulo, B. M. (2006). Accuracy of deception judgments. Personality and Social Psychology Review, 10(3), 214-234. https://doi.org/10.1207/s15327957pspr1003_2Boush, D. M., Friestad, M., & Wright, P. (2009). Deception in the marketplace : The psychology of deceptive persuasion and consumer self-protection. New York: Routledge.Camden, C., Motley, M. T., & Wilson, A. (1984). White lies in interpersonal communication: A taxonomy and preliminary investigation of social motivations. Western Journal of Speech Communication, 48(4), 309-325. https://doi.org/10.1080/10570318409374167Carlson, J., George, J., Burgoon, J., Adkins, M., & White, C. (2004). Deception in computer mediated communication. Group Decision and Negotiation, 13, 5-28. https://doi.org/10.1023/B:GRUP.0000011942.31158.d8Daft, R.L. & Lengel, R.H. (1986). Information richness: A new approach to managerial behavior and organizational design. In Cummings, L. L. & Staw, B.M. (Eds.), Research in organizational behavior 6 (pp. 191-233). Homewood, IL: JAI Press.DePaulo, B. M., Epstein, J. A., & Wyer, M. M. (1993). Sex differences in lying: How women and men deal with the dilemma of deceit. In M. Lewis, & C. Saarni (Eds.), Lying and deception in everyday life (pp. 126-147). New York: Guilford Press.DePaulo, B. M., Kashy, D. A., Kirkendol, S. E., Wyer, M. M., & Epstein, J. A. (1996). Lying in everyday life. Journal of Personality and Social Psychology, 70(5), 979- 995. https://doi.org/10.1037/0022-3514.70.5.979DePaulo, B. M., Kirkendol, S. E., Tang, J., & O'Brien, T. P. (1988). The motivational impairment effect in the communication of deception: Replications and extensions. Journal of Nonverbal Behavior, 12(3), 177-202. https://doi.org/10.1007/BF00987487DePaulo, B. M., Lassiter, G. D., & Stone, J. L. (1982). Attention all determinants of success at detecting deception and truth. Personality and Social Psychology Bulletin, 8(2), 273-279. https://doi.org/10.1177/0146167282082014DePaulo, B. M., & Rosenthal, R. (1981). Telling lies. Journal of Personality and Social Psychology, 37(10), 1713-1722. https://doi.org/10.1037/0022-3514.37.10.1713Dreber, A., & Johannesson, M. (2008). Gender differences in deception. Economics Letters, 99(1), 197-199. https://doi.org/10.1016/j.econlet.2007.06.027Ekman, P., & O'Sullivan, M. (1991). Who can catch a liar? American Psychologist, 46(9), 913-920. https://doi.org/10.1037/0003-066X.46.9.913Ekman, P., O'Sullivan, M., & Frank, M. G. (1999). A few can catch a liar. Psychological Science, 10(3), 263-266. https://doi.org/10.1111/1467-9280.00147Feldman, R. S., Forrest, J. A., & Happ, B. R. (2002). Self-presentation and verbal deception: Do self-presenters lie more? Basic and Applied Social Psychology, 24(2), 163-170. https://doi.org/10.1207/153248302753674848George, J. F., & Robb, A. (2008). Deception and computer-mediated communication in daily life. Communication Reports, 21(2), 92-103. https://doi.org/10.1080/08934210802298108Hample, D. (1980). Purposes and effects of lying. Southern Speech Communication Journal, 46(1), 33-47. https://doi.org/10.1080/10417948009372474Hancock, J., Thom-Santelli, J., & Ritchie, T. (2004). Deception and design: The impact of communication technology on lying behavior. In E. Dykstra-Erickson, & M. Tscheligi (Eds.), Proceedings of the 2004 conference on human factors in computing systems (pp. 129-134). New York: Association for Computing Machinery.https://doi.org/10.1145/985692.985709Haselton, M. G., Buss, D. M., Oubaid, V., & Angleitner, A. (2005). Sex, lies, and strategic interference: The psychology of deception between the sexes. Personality and Social Psychology Bulletin, 31(1), 3-23. https://doi.org/10.1177/0146167204271303Inglehart, R., Basa-ez, M., & Moreno, A. (1998). Human values and beliefs: A crosscultural sourcebook. Ann Arbor, MI: University of Michigan Press. https://doi.org/10.3998/mpub.14858Knapp, L. M., Hart, R. P., & Dennis, H. S. (1974). An exploration of deception as a communication construct. Human Communication Research, 1(1), 15-29. https://doi.org/10.1111/j.1468-2958.1974.tb00250.xKraut, R. E. (1980). Behavioral roots of person perception: The deception judgments of customs inspectors and laymen. Journal of Personality and Social Psychology, 39(5), 784-798. https://doi.org/10.1037/0022-3514.39.5.784Kuzio, A. (2018). Cross-cultural Deception in Polish and American English in Computer-Mediated Communication. New Castle upon Tyne: Cambridge Scholars Publishing.Levine, T. R., & Kim, R. K. (2010). Some considerations for a new theory of deceptive communication. In M. S. McGlone, & M. L. Knapp (Eds.), The interplay of truth and deception: New agendas in theory and research (pp. 16-34). New York: Routledge.Levine, T. R., Park, H. S., & McCornack, S. A. (2006). Accuracy in detecting truths and lies: Documenting the "Veracity Effect". Communication Monographs, 66(2), 125- 144. https://doi.org/10.1080/03637759909376468Manstead, A., Wagner, H. L., & McDonald, C. J. (1986). Deceptive and non-deceptive communications: Sending experience, modality, and individual abilities. Journal of Nonverbal Behavior, 10(3), 147-167. https://doi.org/10.1007/BF00987612McCornack, S. A., & Parks, M. R. (1990). What women know that men don't: Sex differences in determining the truth behind deceptive messages. Journal of Social and Personal Relationships, 7(1), 107-118. https://doi.org/10.1177/0265407590071006Park, H. S., Levine, T. R., McCornack, S. A., Morrison, K., & Ferrara, M. (2002). How people really detect lies. 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A Text-mining Approach to Evaluate the Importance of Information Systems Research Themes

This study combines text-mining techniques and exploratory factor analysis to identify significant research themes in the information systems (IS) field during the last decade. We analyzed 483 papers that have been published in the Management Information Systems Quarterly (MISQ) journal since 2010. We found that the most published themes in the MISQ are: (1) the impact of information systems and digital innovation on organizational performance, (2) the influence of computer-mediated communication and social media within individuals and groups, (3) information systems development and project management, (4) design science, and (5) decision making and information Systems. We also perform econometric analysis to study the effect of these research themes on the number of downloads, citations and reads in Google Scholar (SC), ResearchGate (RG), and the Association for Information Systems (AIS) library. This study shows that “the impact of information systems and digital innovation on organizational performance and “the influence of computer-mediated communication and social media within individuals and groups” are positively associated with the number of reads, downloads, and citations. However, “information systems development and project management” is negatively associated with the number of reads, downloads, and citations. The methodology used here can be implemented in other areas of research by journal editors and research institutions to identify the most sought-after areas of future research. Also, understanding the most relevant themes of IS research can help universities revise their IS doctorate curriculum to better meet the needs of today\u27s academic workforce