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ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications

Jun 27, 2005


Piet Kommers; Griff Richards

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Table of Contents

This conference has 11 award papers. Show award papers

Number of papers: 815

  1. Research on Computer-Mediated Communication in Education: Summarizing the Past to Prepare for the Future

    Stefan Hrastinski, Jönköping International Business School, Sweden

    The field of research on computer-mediated communication (CMC) in education is a relatively new research area. A summary of the latest research is useful to show what methodologies and research... More

    pp. 707-714

  2. Familiarity among participants on a BBS: Analysis of relationship between depth of self-disclosure of questions and replies

    Shogo Kato & Kanji Akahori, Tokyo Institute of Technology, Japan

    In text-based CMC, it is difficult for participants to feel familiarity for each other. This research involved an experiment which focused on self-disclosures of participants on BBS. Postings with ... More

    pp. 715-722

  3. Effects of Emotional Transmissions between Senders and Receivers on Emotions Experienced in E-mail Communication

    Yuuki Kato & Kanji Akahori, Tokyo Institute of Technology, Japan

    This paper focuses on communication by e-mail. An experiment was conducted to investigate the degree of influence of emotional transmissions between senders and receivers on the emotions which they... More

    pp. 723-730

  4. Awareness Support for Student Led Online Conferencing

    Kimmo Koivunen, University of Tampere, Finland

    In this study we introduce how awareness information can help students' participation in online conferencing. Especially we focus on discussions where the students act in different roles, e.g.... More

    pp. 731-738

  5. Student Knowledge Construction during Asynchronous Online Discussions in a Face-to-Face course

    Swapna Kumar, Boston University, United States

    This qualitative study sought to determine whether asynchronous online interactions in a face-to-face graduate course facilitate social construction of knowledge among students. The qualitative... More

    pp. 739-742

  6. Factors That Affect Students Involvement In Synchronous Online Communication

    Pei-Lin Liu, Hsing-Kuo University of Management, Taiwan; Chiu-Jung Chen, University of Southern California, Taiwan

    Although students dislike involving in synchronous online communication function offered by Internet-based courses (Bonk & Kim, 2004; Song et al., 2004), they are conversing over the computer in... More

    pp. 743-747

  7. What Email Can Do for Foreign Language Writing

    Jia Ma, Faculty of Education, Queen's University, Canada

    The rapid development of information and communication technologies in recent years is associated with a corresponding growth in interest in computer-mediated communication (CMC). Among... More

    pp. 748-753

  8. Students Taking Control: Patterns in Students’ Questions in Online Math Help

    Dragana Martinovic, Sheridan College, Canada

    This study analyzed the student-tutor discourse on three mathematics online help sites using a mixture of quantitative and qualitative research methods. Data were first categorized using the... More

    pp. 754-761

  9. The Pre-Service Training of Foreign Language Teachers in CMC Learning Environments

    Francesca Mastrogiacomi, UCSC - Università Cattolica del Sacro Cuore di Milano IT, Italy

    The Italian Post Graduate School of Specialization for Teaching in Secondary Schools is a pre-service training institution whose certificate qualifies all students to teach. The Foreign Languages... More

    pp. 762-769

  10. Wiki as a Tool for Web-based Collaborative Story Telling in Primary School: a Case Study

    Alain Désilets & Sébastien Paquet, National Research Council of Canada, Canada

    Abstract : Wikis are simple to use collaborative hypertext authoring systems. In recent years, these systems have caught the attention of the education community, because they embody many aspects... More

    pp. 770-777

  11. An Analysis of Student Practices in Asynchronous Computer Conferencing Environments

    Vanessa Peters & Jim Hewitt, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), Canada

    While much has been written about the constructivist affordances of asynchronous computer conferencing environments, there have been relatively few studies that examine, in detail, what students... More

    pp. 778-785

  12. Modelling writing as the basis for a writing tutor computer program

    Dee Pratt, Durban Institute of Technology, South Africa

    To provide the basis for a writing tutor program which could be used in a variety of contexts, a modelling process was followed which produced both a practical and a theoretical model of writing.... More

    pp. 786-791

  13. Mariá and ET: Evaluating Conversational Agents

    Soraia Raupp Musse, UNISINOS, Brazil; Susane Garrido, UFRGS - UNISINOS, Brazil; Eliane Schlemmer, Marcelo Borba, Felipe Bica, Fabio Boehl & Rodrigo Almeida, UNISINOS, Brazil

    This paper describes ET and Mariá, two conversational agents with different characteristics. Mariá presents a more realistic character; however she is not an interactive agent, since we only... More

    pp. 792-799

  14. Instant Messaging in distributed and distance language learning

    Klaus-Dieter Rossade, Barbara Heins & Regine Hampel, The Open University, United Kingdom

    This paper considers Instant Messaging (IM) for language learning in distributed and distance learning environments. It assesses the challenges in language learning today, how IM can support... More

    pp. 800-807

  15. Oral language functions and their relation to computer mediated science learning

    Nicoletta Sachinidou & Helen Stavridou, University of Thessaly, Greece

    This study investigated the impact of the use of some language functions on primary students' understanding about the free fall phenomenon. Twelve Greek students (11-12) worked in dyads with an... More

    pp. 808-813

  16. Effect of Visualizing Social Interaction on Bulletin Board Systems to Enhance Social Presence of the User

    Kouki Sato & Kanji Akahori, Dept. of Human System Science, Graduate School of Decision Sciences and Technology, Tokyo Institute of Technology, Japan

    In this study, a social presence theory was examined to evaluate effectiveness of visualizing social interactions within computer mediated communication (CMC). The following three Bulletin Board... More

    pp. 814-821

  17. Bimodal text and speech conversation during on-line lectures

    Russell Schick, University of Toronto, Canada; Dominique Scheffel-Dunand, York University, Canada; Ron Baecker, University of Toronto, Canada

    In evaluating the impact of audio communication on student engagement and learning during online lectures, we observed a phenomenon we call bimodal conversation. While watching lectures, students ... More

    pp. 822-829

  18. Best Practices in Teaching Online Students about Online Learning

    Kristen Sosulski & Ann Clarkson, New York University, United States

    A Master of Science program in Instructional Design and Online Learning at New York University's School of Continuing and Professional Studies (NYU/SCPS) offers a blended approach to online... More

    pp. 830-835

  19. The Development of Perceptions of Social Presence in Online Course Discussions

    Karen Swan, Research Center for Educational Technology, United States; Li Fang Shih, University at Albany, Taiwan

    This mixed methods study explores how social presence is developed in online course discussions. The study combines quantitative analyses of survey results from students enrolled in four online... More

    pp. 836-843

  20. Effects of CMC on Students’ Attitudes to School and Behavior in a Virtual Mentoring Program

    Sophia Tan, Coastal Carolina University, United States

    This paper presents the preliminary results of a study-in-progress on the impact of virtual mentoring in an education technology course on teaching and learning. This presentation will include a... More

    pp. 844-847