Title: Bridging the computer mediated communication gap

Authors: J. Michael Blocher, Chih-Hsiung Tu

Addresses: Educational Technology, College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011, USA. ' Educational Technology, College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011, USA

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.

Keywords: online learning; gender issues; computer-mediated communication; CMC; media richness theory; e-learning; self-regulation learning; linguistics; online interaction; distance learning; communication styles.

DOI: 10.1504/IJCEELL.2007.013660

International Journal of Continuing Engineering Education and Life-Long Learning, 2007 Vol.17 No.2/3, pp.138 - 145

Published online: 10 May 2007 *

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