Computer Mediated Communication (Cmc) dalam Perspektif Komunikasi Lintas Budaya (Tinjauan pada Soompi Discussion Forum Empress Ki Tanyang Shipper)

This essay attempts to see the practice of computer mediated communication of soompi discussion forumTaNyang shipper trough intercultural communication perspective. By using computer mediated social learningtheory that emphasize closeness between the partisipant of the CMC despite of their phisical absence like in thepersonal communication does.The partisipants discusses and analyses everything about this TaNyang couple from the drama EmpressKi as well as about the Korean culture such as language, fashion, music, dancing and food. Because they presentedin the drama so well that like it or not partisipants have to be familiar with it.This is the excellence of the Korean goverment that has policy spreading korean culture trough drama. Sothat the partisipant of this forum who come from all over the country around the world and have their own culturehave been united by communicating one culture, Korean

Computer-Mediated Communication

This book is an anthology of present research trends in Computer-mediated Communications (CMC) from the point of view of different application scenarios. Four different scenarios are considered: telecommunication networks, smart health, education, and human-computer interaction. The possibilities of interaction introduced by CMC provide a powerful environment for collaborative human-to-human, computer-mediated interaction across the globe

Improving instructional effectiveness with computer‐mediated communication

This study explores the use of asynchronous Computer‐Mediated Communication (CMC) in the delivery of instructional content, and points up the interaction among learners, as well as between learners and instructors. The instructional content in the project described was available to learners online as Microsoft Word documents, with email being used for communicating within the student group. Many students, as well as some of the instructors, felt uncomfortable with the flexibility and openness that a CMC environment allowed. However, once familiar with this process of instruction and interaction, learners were able to work consistently at their own pace, and understand that instructors are interested in every individual learner's opinion and in the collective views of the group. It was evident that a CMC‐based instructional delivery system, when carefully planned, has the potential to facilitate that outcome, and to improve instructional effectiveness

Constructing Social Systems through Computer-Mediated Communication

The question whether computer-mediated communication can support the formation of genuine social systems is addressed in this paper. Our hypothesis, that technology creates new forms of social systems beyond real-life milieus, includes the idea that the technology itself may influence how social binding emerges within on-line environments. In real-life communities, a precondition for social coherence is the existence of social conventions. By observing interaction in virtual environments, we found the use of a range of social conventions. These results were analyzed to determine how the use and emergence of conventions might be influenced by the technology. One factor contributing to the coherence of on-line social systems, but not the only one, appears to be the degree of social presence mediated by the technology. We suggest that social systems can emerge by computer-mediated communication and are shaped by the media of the specific environment

Investigating design features of a computer-mediated communication system

Computer-mediated communication (CMC) is increasingly used in higher education, but it is not without problems. The effectiveness of CMC depends on many factors, including the characteristics of CMC systems themselves. The research reported here therefore aimed to investigate how an educational CMC system might be improved, in order to support learning more effectively. The main context for the research was distance learning at the UK Open University (OU). A two-stage, mixed methods research approach was adopted. In the first stage, interviews and observations were carried out to explore the benefits and problems experienced by users. This revealed two major issues: information overload and lack of social presence. Information overload relates to users’ problems dealing with large numbers of messages. Social presence relates to the need for users to feel connected with each other. The second stage investigated system features aimed at addressing these issues, implemented in a prototype computer conferencing system. Features to address overload included branched message threading and user recommendations. Features to address social presence were ‘résumés’ and instant messaging. These features were evaluated using questionnaires, with several cohorts of students in an OU course. Students expressed approval of the features, although some features were not widely used. Students preferred branched threading to chronological threading because branching helped them to follow ‘conversations’. Students were uncomfortable recommending messages, feeling that the value of a message would vary between people. They were also uncomfortable using instant messaging to contact others whom they did not know. However, the awareness aspect of instant messaging provided a sense of solidarity. The research demonstrated that the problems of overload and lack of social presence are significant, and each has social aspects which must be addressed. Students’ relationships with each other affect whether and how they use the features of CMC systems. We can conclude that particular attention must be paid to the social aspects of online communication, both when designing educational CMC systems and when considering how they are used. To maximise the benefits for learning, students need to feel comfortable with each other online, and there are few short cuts to achieving this

What do learners want from computer mediated communication systems?

Computer-mediated communication (CMC) in education has both benefits and problems. The benefits could be increased and the problems alleviated by improved design of CMC systems. Following a user-centred design approach, interviews were therefore carried out with distance learners who use CMC systems. The aim was to elicit ideas for improvements, and to discover which features students find helpful and unhelpful. Ten students of the UK Open University, which uses the FirstClass computer conferencing system, were interviewed individually or in a focus group. Observations of students using the system were also carried out. The study revealed three major areas where enhancements are needed: dealing with information overload; increasing social presence; and providing tools for synchronous communication. The importance of a personalised interface and a high degree of user control were also highlighted