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Archives of computer-mediated communication (CMC) could be valuable organizational resources. This paper describes an automatic approach that facilitates users' integrated understanding of discussion and behavior of CMC participants. In the presented parallel learning framework the global population is divided into some subpopulations, each assigned to a distinct processor. Each subpopulation consists...
With advances in digital technology and the convenience of e-platforms, the number of college English writing courses offered to students via the Internet has increased exponentially in the past few years. Teaching online is unlike any other educational experience, since instructors and distant students have to rely solely on the written word. Those, effective online instruction of English writing...
A technology-mediated learning space is not a technology-shielded island. Technologies may promise to facilitate human learning, but should never detach learning from social context. Computer-mediated communication (CMC) has created new opportunities for synchronous and asynchronous collaborative learning among geographically dispersed individuals. This study especially explores four social considerations...
The predominant uses of English by non-native speakers will increasingly be online, in using English language digital resources, and in computer-mediated communication with other non-native speakers of English. That these uses are computer-mediated has profound implications for Korean learners of English. For Korea to be competitive in the global economy, Korean EFL should encourage L2 Digital Literacy...
Computer-mediated communication (CMC) has been a `hot' topic in computer-assisted language learning (CALL); however, its effectiveness remains uncertain. This article reviews the nature of CMC, pinpoints strengths and weaknesses of incorporating it into language learning, considers factors that may affect the quality of CMC, and identifies possible direction for future studies. The author argues that...
Shared and retrieval are used for knowledge exchange in learning-groups. Whether a student is willing to contribute knowledge to a shared system presents a educational dilemma: Each student saves time and energy by not contributing any information to the system and by using the system only to retrieve information which was contributed by others. But if all students use this strategy, then the system...
This paper explores how information and communication technologies (ICTs) were used to support deep learning in some of the modules on the Master of Arts in E-Learning Design and Development at the University of Limerick. This paper describes how the author used ICTs, as well as online teaching and learning theories, to improve the learning experience for on-campus students undertaking certain project-based...
Collaborative learning can be an effective instructional technique, but the results of studies of online collaboration are inconsistent. Our hypothesis is that student characteristics and group characteristics account for these inconsistencies. Studies investigating interactions during online collaboration have reported some unpredictable group behaviors. This raises important issues about the use...
This study investigates how video-enabled Web-based Computer Mediated Communication (CMC) system can be effectively used in a local dialect learning course to enhance students' learning. Eighteen students enrolled in the course used the system to complete course related activities. Students' in class oral conversation drills were videotaped and made available for viewing on a CMC system. After each...
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