Interpersonal persuasion is definitionally distinguished from broadcast persuasion by the presence of anticipated personal feedback and message coherence. Distinguishing interpersonal from broadcast messages in computer-mediated communication (CMC) may be an important individual tactic for avoiding information overload and filtering spam; however, we found no existing measures suitable for asse...

Online discussion activities are designed for computer-mediated learning activities in face-to-face, hybrid, and totally online courses. The use of asynchronous computer-mediated communication (A-CMC) coupled with authentic workplace case studies provides students in the protected learning environment with opportunities to practice workplace decision making and communication. In this study, com...

Computer-mediated discourse is the communication produced when human beings interact with one another by transmitting messages via networked computers. The study of computer-mediated discourse (henceforth CMD) is a specialization within the broader interdisciplinary study of computer-mediated communication (CMC), distinguished by its focus on language and language use in computer networked envi...

Psychotherapy and psychosocial interventions rely mainly on verbal communication and language. With the expanding use of computers as well as the capacity of the Internet to bridge geographic distances and to increase access, computer mediated communication (CMC) plays an increasing role for the delivery of psychosocial interventions. This chapter focuses on the advantages and limitations of CM...

Computer mediated communication (CMC) systems are providing new ways to communicate. Yet many text-based CMC systems do not represent the invisible, interactive practices, such as turnnegotiation, commonly found in face-to-face (FTF) conversations. Designing new text structures may help address these problems. To explore the effects of adding rhythmic, non-verbal cues to computermediated commun...

The development of new communication technologies and their applications has opened a broad spectrum of options to promote learning, of which a significant one is CMC – Computer-Mediated Communication. Yet, students use this medium to a relatively small extent. Our premise is that the use of these technologies depends on the level of skills and expertise of the individuals using them. The purpo...

Few studies have explicitly focused on risky group decision making in information sharing or examined the manifestation of communication differences in face-to-face (FTF) and computer-mediated communication (CMC) teams. Hypothesizing that information-sharing behaviors could be influenced not only by contextual forces but also by personality and trust, we integrate communication mode, trust and ...

Blended instruction is becoming more commonplace in higher education. Students not only attend classes, meeting face-to-face with each other and their instructors, but they also can communicate electronically outside of class meetings using course management tools such as WebCT, BlackBoard, Angel, and the like. There has been a considerable amount of research on human interaction and communicat...

As the use of computer-mediated communication (CMC) by students in the university learning contexts increases, there is a need to better understand students’ motivations for using CMC and non-CMC media in their learning. By employing the uses and gratifications (U&G) perspective, this paper identified 7 motivation dimensions including information seeking, convenience, connectivity, problem solv...

It is known that personality is important in computer-mediated communication (CMC), influencing both how we express ourselves, and how we are perceived. Here we build in two ways on previous work which has used the LIWC text analysis tool to derive language factors relating to personality. First, we investigate whether linguistic factor structure in e-mail is similar to that in weblogs, and how...