Computer-Mediated Communication: A vehicle for learning

Grooms, Linda D.

doi:10.19173/irrodl.v4i2.148

Cited by 30 publications

(8 citation statements)

References 9 publications

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“…Participants stated that one of the most challenging things in fully online language learning is the lack of interaction and practice with peers. This corresponds with literature findings on the major difficulties online learners encounter: (a) getting hold of classmates and finding suitable time to work together and (b) forming a pair or teaming up and working collaboratively (Comas-Quinn, de los Arcos, & Mardomingo, 2012; Grooms, 2003;Muilenburg & Berge, 2005;Murphy & Stewart, 2017;Wallace, 2003).…”

Section: Working Relationshipssupporting

confidence: 87%

Social co-configuration in online language learning

Sun

Goodyear

2020

AJET

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University students involved in online courses play an active role in adapting the tasks they are set and the environment(s) in which they work. They also make adjustments to their working relationships with other people in an effort to improve their learning and/or fit study demands into wider life. The term co-configuration refers to the ways in which students customise what has been designed for them. Co-configuration is important but often invisible to the teachers and designers responsible for the courses. In this study, we focused on students’ co-configuration where it has a strong social character. We drew on concepts from realist evaluation and the activity-centred analysis and design framework to examine students’ social co-configuration. Twenty-six online language learning students were interviewed. Two main areas of social co-configuration emerged. Firstly, students co-configured working methods and relationships, roles, and divisions of labour in order to tackle group tasks. Secondly, students purposefully wove learning activity into their wider social environment, creating a social fabric that further enhanced and enriched their learning opportunities. The findings provide insights into students’ social co-configuration. We argue that this is important for educational designers who aim to understand the mechanisms that connect educational designs to learning outcomes.

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Section: Working Relationshipssupporting

confidence: 87%

Social co-configuration in online language learning

Sun

Goodyear

2020

AJET

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“…While ordinary distance education, which is designed as sustainable educational relations with new communication technologies, is considered as an integrated secondary method, it has become the basic method and human-computer interaction (HCI) has increased more and more. Strong influences such as the diasporic user profile interacting with the computer system and the transfer of education to a process indirectly by tools, rather than a direct process, involve the risk of making students' mental belonging and educational consciousness inclined towards instrumental thinking because computer-mediated communication (CMC) is among the revolutionary issues frequently discussed in almost all converged cultural forms and in digital transformational education (Hrastinski & Keller, 2007;Grooms, 2003). While comments on the fact that CMC is an effective opportunity in education are generally focused on the efficiency and the parameters of the process (Ramessur & Santally, 2007), in this study; the emphasis is given to the increasing possibility of instrumental convergence due to the pandemic and the possibility of integrating students' digital diasporic assets into an advanced mental diaspora.…”

Section: Literature Reviewmentioning

confidence: 99%

‘Tele-education’ in the COVID-19 pandemic process in Turkey: A mental diaspora research specific to Turkish Language Teaching students

Ustabulut

Keskin

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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This study tries to map educational processes that have to be transformed into the extraordinary history of the COVID-19 pandemic and adapt to the 'new normal' with a relational and metaphoric approach. In the study, the existing physical and mental conditions of the students who are "scattered/dispersed" geographically due to the mandatory "return home" in the pandemic process are conceptualized with the metaphor of the "diaspora". The study aims to draw attention to student-centered social problems by questioning the functionality of tele-education processes, which are designed to compensate for interrupted educational relationships and make them sustainable again. It is aimed to measure the effects of online consciousness that were deterritorialized by human-computer interaction and computer-mediated communication on student performances and to understand student motivations during the tele-education process. Therefore, a survey was conducted at ten universities in Turkey and reached 150 students through the snowball sampling technique. The results of the study show that the student selfperception of the tele-education process coincides with the diasporic identity and this unusual technology integration that cannot be fully compensated triggers mental diaspora feelings.

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“…Computer Mediated Communication (CMC) has been put forward as a powerful environment for collaborative learning across the globe by Grooms (2003) and is applied by the teachers both synchronous (teachers and students communicating at the same time) and asynchronous (different students dealing with the same content at different times), into their classrooms. Learners of today are observed to manage, evaluate their own learning and provide self-feedback so they have a high level of communication (McLoughlin & Lee, 2010).…”

Section: Brief Review Of the Literaturementioning

confidence: 99%

Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning

Istifci¹

2016

JEL

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The purpose of this study is to examine the perceptions of EFL students studying English at the School of Foreign Languages, Anadolu University (AUSFL) on blended language learning and online learning platforms. The participants of the study consisted of 167 students whose English language proficiency level was B2 according to the Common European Framework of Reference (CEFR). A questionnaire adapted from Owston, York and Murtha (2013) was used in the study.After application of the questionnaire, ten randomly selected students were interviewed about their perceptions of blended learning. Applying statistical and content analysis of the interviews provided a deeper understanding of students' perceptions. Statistical analysis showed that students liked the idea of blended learning in terms of course format and attendance. Analysis of the interviews in terms of content revealed that students liked the flexibility of online learning, but preferred face-to-face communication with a teacher and classmates. In terms of their ideas about the online platforms of course books, their ideas varied. The students were mostly positive about using online language learning platforms. Even though the aim of the study was to get the perceptions of students, interviews were carried out with 5 teachers about students' mid-term and final exam scores to get an idea if engaging in blended learning helped them learn better. Based on the results, certain implications were drawn from the study in order to organize future teaching at the AUSFL and implement a teaching environment utilizing blended language learning.

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Computer-Mediated Communication: A vehicle for learning

Cited by 30 publications

References 9 publications

Social co-configuration in online language learning

Social co-configuration in online language learning

‘Tele-education’ in the COVID-19 pandemic process in Turkey: A mental diaspora research specific to Turkish Language Teaching students

Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning

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