Current Search: computer-mediated communication (x)
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(1 - 7 of 7)
- Title
- HEBREW AND COMPUTER-MEDIATED COMMUNICATION: THE EFFECTS OF A LANGUAGE MANIPULATION ON PERCEPTION, IDENTITY, AND PRESERVATION.
- Creator
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Nir, Tamar, Sims, Valerie K., University of Central Florida
- Abstract / Description
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This study aimed to explore the ways in which Hebrew is currently being manipulated online through a linguistic deviation called Fakatsa. In this study, participants were asked to rate random statements of frivolous or serious topics in either standard grammatical Hebrew or Fakatsa Hebrew conditions on specific judgment values. It was hypothesized that participants would rate the Fakatsa writer negatively on certain characteristics, such as intelligence, education, religiosity, and...
Show moreThis study aimed to explore the ways in which Hebrew is currently being manipulated online through a linguistic deviation called Fakatsa. In this study, participants were asked to rate random statements of frivolous or serious topics in either standard grammatical Hebrew or Fakatsa Hebrew conditions on specific judgment values. It was hypothesized that participants would rate the Fakatsa writer negatively on certain characteristics, such as intelligence, education, religiosity, and nationalism and positively on other characteristics, such as femininity and creativity. Twenty-four participants completed this experiment. Results showed that participants responded as expected for certain negative attributes typical of Fakatsa and deviations to computer-mediated communication and did not respond as expected for any the positive attributes typical of Fakatsa. The results showed that fluent Hebrew speakers viewed users of the Fakatsa manipulation differently than users of standard Hebrew and may suggest personal biases and perceptions when encountering computer-mediated communication.
Show less - Date Issued
- 2016
- Identifier
- CFH2000043, ucf:45531
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000043
- Title
- THE EFFECTS OF TRAINING ON GOAL ORIENTATION, MENTORING RELATIONSHIP PROCESSES, AND OUTCOMES.
- Creator
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Scielzo, Shannon, Smith-Jentsch, Kimberly, University of Central Florida
- Abstract / Description
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The purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be...
Show moreThe purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be perceived by others as having failed at a task. It was hypothesized that mentors and protégés who received goal orientation training prior to beginning their formal mentoring sessions would engage in greater feedback-seeking and would be more willing to self-disclose potentially ego-threatening information. Moreover, it was expected that training would also lead participants to expect such behaviors from their partners and as a result respond more positively when the desired behaviors were demonstrated. Eighty (i.e., first and second semester freshmen) were paired with eighty mentors (i.e., college juniors and seniors with a minimum grade point average of 3.0), resulting in a total of 160 study participants. All participants received one hour of preparatory training. A two by two factorial design was employed whereby mentors and protégés each received either goal orientation training or training simply designed to orient them to computer-mediated communication. After training, mentors and protégés met with one another using online chat for four, 30-minute weekly chat sessions. Results indicated that a) protégés in a high state of avoid goal orientation felt they received less psychosocial support the more their mentor disclosed his/her own personal downfalls, b) mentors who received goal orientation training felt they had provided greater career support the more their protégés sought feedback but the reverse was true for mentors who did not receive goal orientation training, c) mentor self-disclosure was more strongly related to their protégé's self-disclosure if the protégé had received goal orientation training, and finally d) mentor and protégé perceptions of the psychosocial and career support that had been provided/received during online sessions were more strongly correlated if the two had received the same type of preparatory training (especially if both received goal orientation training).
Show less - Date Issued
- 2008
- Identifier
- CFE0002203, ucf:47918
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002203
- Title
- A STUDY OF DIGITAL COMMUNICATION TOOLS USED IN ONLINE HIGH SCHOOL COURSES.
- Creator
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Putney, Nathan, Gunter, Glenda, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant...
Show moreThe purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant Messaging, chat, the telephone, discussion area, whiteboard, and assignment feedback affected their motivation and success in an online high school course. Correlations were done to discover if there were any significant relationships between variables that relate to teacher interaction and motivation. In addition, distributions of student responses to survey questions about digital communication tools and demographics were examined. It was found that there is a high degree of correlation between frequency of teachers' use of digital communication tools and student's perception of their level of motivation. It was also found that the digital communication tools most frequently used by teachers in communicating with their students were email, the telephone, and assignment feedback, and that the students found these same tools the most helpful in their learning. In addition, no significant demographic differences were found in students' perception of teacher's use of tools to enhance learning and motivation in their courses except in the number of previous online courses taken. These findings can help direct online high school teachers in their selection of digital tools used to communicate with their students.
Show less - Date Issued
- 2008
- Identifier
- CFE0002333, ucf:47784
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002333
- Title
- From the top: Impression management strategies and organizational identity in executive-authored weblogs.
- Creator
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McLane, Teryl, Hastings, Sally, Weger, Harry, Musambira, George, University of Central Florida
- Abstract / Description
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This research examines impression management strategies high-ranking organizational executives employ to create an identity for themselves and their companies via executive authored Weblogs (blogs). This study attempts to identify specific patterns of impression management strategies through a deductive content analysis applying Jones' (1990) taxonomy of self-presentation strategies to this particular type of computer mediated communication. Sampling for this study (n=227) was limited to...
Show moreThis research examines impression management strategies high-ranking organizational executives employ to create an identity for themselves and their companies via executive authored Weblogs (blogs). This study attempts to identify specific patterns of impression management strategies through a deductive content analysis applying Jones' (1990) taxonomy of self-presentation strategies to this particular type of computer mediated communication. Sampling for this study (n=227) was limited to blogs solely and regularly authored by the highest-ranking leaders of Fortune 500 companies. The study revealed that executive bloggers frequently employed impression management strategies aimed at currying competency attributes (self-promotion), likeability (ingratiation), and moral worthiness (exemplification) to construct and shape a positive identify for themselves and their organization for their publics. Supplication strategies were used less frequently, while intimidation strategies were rarely used.
Show less - Date Issued
- 2012
- Identifier
- CFE0004411, ucf:49373
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004411
- Title
- Message Prioritization in Computer-Mediated Communication: A Study of Mobile Device Use in the Classroom.
- Creator
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Wills, Paul, Malala, John, Hastings, Sally, Miller, Ann, University of Central Florida
- Abstract / Description
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College students are using their mobile devices during class and this research investigates different aspects of why college students feel so inclined to use these devices during class as well as by what means are students using to participate in computer-mediated communication while simultaneously engaging in classes. This research surveyed 146 students on their perceived use of their own mobile device use during class. The study compared how often different types of devices, such as mobile...
Show moreCollege students are using their mobile devices during class and this research investigates different aspects of why college students feel so inclined to use these devices during class as well as by what means are students using to participate in computer-mediated communication while simultaneously engaging in classes. This research surveyed 146 students on their perceived use of their own mobile device use during class. The study compared how often different types of devices, such as mobile phones, tablets, and laptops, and different types of social media outlets, like Facebook, Twitter, and other social media websites, were used during class. The study compares these devices and media outlets to students' perception of the levels of incivility of using these various means of communication during class and their perceptions of how they impact their ability to focus on the class. Mobile phones, Facebook, and Twitter use were negatively associated with the perception of the incivility of use in the classroom. This research found phone use was viewed as more uncivil than tablets and tablet use was viewed as more uncivil than laptop use. In addition, students' perceptions of instructors' tolerance of mobile phone and laptop use was negatively associated with their perception of the incivility of using those devices during class. All three tested mobile devices and all three tested social media outlets were positively associated with students' perception that its use affects their ability to focus on the class. This research found mobile phones use as more distracting than laptops and laptops use as more distracting than tablets. ?
Show less - Date Issued
- 2013
- Identifier
- CFE0005073, ucf:49958
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005073
- Title
- MYSPACE OR OURSPACE: A MEDIA SYSTEM DEPENDENCY VIEW OF MYSPACE.
- Creator
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Schrock, Andrew, Brown, Timothy, University of Central Florida
- Abstract / Description
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MySpace is a type of "social networking" website where people meet, socialize, and create friendships. The way MySpace members, particularly younger individuals, interact online underscores the changing nature of mass media. Media system dependency states that individuals become reliant on media in their daily life because of fundamental human goals. This reliance, termed a dependency, leads to repeated use. Media system dependency was applied in the current study to explain how and why...
Show moreMySpace is a type of "social networking" website where people meet, socialize, and create friendships. The way MySpace members, particularly younger individuals, interact online underscores the changing nature of mass media. Media system dependency states that individuals become reliant on media in their daily life because of fundamental human goals. This reliance, termed a dependency, leads to repeated use. Media system dependency was applied in the current study to explain how and why individuals became habitual MySpace users. To attain results a survey was administered to a convenience sampling of 401 adult undergraduates at the University of Central Florida. Members reported MySpace dependency had a moderate correlation to MySpace use, and they actively used the website an average of 1.3 hours of use per day. Results indicated members use MySpace to primarily satisfy play and interaction orientation dependencies. MySpace use was found to have a correlation with number of MySpace friends. "Number of friends created" in turn had a correlation with MySpace dependency, as people returned to interact with their friends. Individual factors were also found to be a source of influence in MySpace dependency. These individual factors were demographics, psychological factors related to use of the Internet, and psychological factors related to use of MySpace. Factors related to MySpace, extroversion and self-disclosure, were positively correlated with intensity of dependency. The influence of factors related to the Internet was partly supported; computer self-efficacy was not significantly related to MySpace dependency, while computer anxiety was significantly related to MySpace dependency. Speed of connection to the Internet and available time to use the Internet were not related to MySpace dependency. Additionally, significant differences were found between genders in overall dependency, extroversion, self-disclosure, computer anxiety, and computer self-efficacy. These findings provide evidence that MySpace members were little, if at all, constrained by factors related to use of the Internet, but were attracted to the websites for similar reasons as real-life relationships. Finally, MySpace is just one of the large number of online resources that are predominantly social, such as email, message boards, and online chat. This study found that through a "technology cluster" MySpace members use these other social innovations more frequently than non-members. However, members also used significantly more non-social innovations, which may indicate that MySpace members are part of a larger technology cluster than anticipated or perhaps are in the same category of innovation adopter.
Show less - Date Issued
- 2006
- Identifier
- CFE0001451, ucf:47057
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001451
- Title
- EXAMINING INSTANT MESSAGING IMPACT ON LEARNING USING AN INTEGRATED WORKED-EXAMPLE FORMAT.
- Creator
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Nasah, Angelique, Hirumi, Atsusi, University of Central Florida
- Abstract / Description
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Instant messaging with Internet-based software is a ubiquitous form of communication in industrialized nations. In fact, many educators are observing that students engage with instant messaging while simultaneously engaged in academic activity. Though this type of multitasking is pervasive, educational researchers have not examined how the practice of instant messaging impacts learning outcomes. This dissertation describes the background, empirical and theoretical foundations, methods and...
Show moreInstant messaging with Internet-based software is a ubiquitous form of communication in industrialized nations. In fact, many educators are observing that students engage with instant messaging while simultaneously engaged in academic activity. Though this type of multitasking is pervasive, educational researchers have not examined how the practice of instant messaging impacts learning outcomes. This dissertation describes the background, empirical and theoretical foundations, methods and results of a study examining the impact of instant messaging activity on learning, where instant messaging and learning are simultaneous activities. The question posed is grounded in the related areas of instant messaging practices, the Generation M profile, Cognitive Load Theory, and integration of instant messaging in K-16 classrooms. This work presents empirical evidence pointing out the necessity of conducting empirical study regarding how instant messaging activity might impact learning. Quantitative methods used to conduct the study are presented including data collection instruments. The results of the study are discussed in broad terms related to Generation M and Cognitive Load Theory. Methodological limitations related to practice opportunities for the research sample as well as the performance measure used are detailed. In addition, implications of the results in relationship to those teaching members of Generation M in K-16 classrooms as well as those designing instruction for this population are discussed. The discussion concludes with recommendations for further research in this area.
Show less - Date Issued
- 2008
- Identifier
- CFE0002113, ucf:47540
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002113
