Abstract
Online learners utilise sophisticated electronic communication systems and methods to engage in current distance learning environments. This paper has outlined literature discussing various CMC styles as they exist within current CMC tools, particularly in gender-related communication style differences indicated that the current 'lean' text-based electronic communication systems tend to promote a more direct 'report' communication style. Because a learner's CMC style may influence or impact the recipient's view of the message and/or the sender, and with so many online learners now utilising computer mediated communication for personal and group communication, it would seem prudent for learners to be aware of, monitor, and perhaps strategically utilise their communication styles that benefit them in being more effective in their CMC. It is concluded that learners should be familiar with the communication styles that best convey their message with the current electronic communication tools to their intended audience for their intended purpose.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 138-145 |
| Number of pages | 8 |
| Journal | International Journal of Continuing Engineering Education and Life-Long Learning |
| Volume | 17 |
| Issue number | 2-3 |
| DOIs | |
| State | Published - 2007 |
Fingerprint
Keywords
- CMC
- Computer-mediated communication
- Gender issues
- Linguistic
- Media richness theory
- Online interaction
- Online learning
- Self-regulation learning
ASJC Scopus subject areas
- Engineering(all)
Cite this
Bridging the computer mediated communication gap. / Blocher, John M; Tu, Chih-Hsiung.
In: International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 17, No. 2-3, 2007, p. 138-145.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Bridging the computer mediated communication gap
AU - Blocher, John M
AU - Tu, Chih-Hsiung
PY - 2007
Y1 - 2007
N2 - Online learners utilise sophisticated electronic communication systems and methods to engage in current distance learning environments. This paper has outlined literature discussing various CMC styles as they exist within current CMC tools, particularly in gender-related communication style differences indicated that the current 'lean' text-based electronic communication systems tend to promote a more direct 'report' communication style. Because a learner's CMC style may influence or impact the recipient's view of the message and/or the sender, and with so many online learners now utilising computer mediated communication for personal and group communication, it would seem prudent for learners to be aware of, monitor, and perhaps strategically utilise their communication styles that benefit them in being more effective in their CMC. It is concluded that learners should be familiar with the communication styles that best convey their message with the current electronic communication tools to their intended audience for their intended purpose.
AB - Online learners utilise sophisticated electronic communication systems and methods to engage in current distance learning environments. This paper has outlined literature discussing various CMC styles as they exist within current CMC tools, particularly in gender-related communication style differences indicated that the current 'lean' text-based electronic communication systems tend to promote a more direct 'report' communication style. Because a learner's CMC style may influence or impact the recipient's view of the message and/or the sender, and with so many online learners now utilising computer mediated communication for personal and group communication, it would seem prudent for learners to be aware of, monitor, and perhaps strategically utilise their communication styles that benefit them in being more effective in their CMC. It is concluded that learners should be familiar with the communication styles that best convey their message with the current electronic communication tools to their intended audience for their intended purpose.
KW - CMC
KW - Computer-mediated communication
KW - Gender issues
KW - Linguistic
KW - Media richness theory
KW - Online interaction
KW - Online learning
KW - Self-regulation learning
UR - http://www.scopus.com/inward/record.url?scp=34547313532&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=34547313532&partnerID=8YFLogxK
U2 - 10.1504/IJCEELL.2007.013660
DO - 10.1504/IJCEELL.2007.013660
M3 - Article
AN - SCOPUS:34547313532
VL - 17
SP - 138
EP - 145
JO - International Journal of Continuing Engineering Education and Life-Long Learning
JF - International Journal of Continuing Engineering Education and Life-Long Learning
SN - 1560-4624
IS - 2-3
ER -