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Computer-mediated communication (CMC) is defined as any communicative transaction that occurs through the use of two or more networked computers.^[1] While the term has traditionally referred to those communications that occur via computer-mediated formats (e.g., instant messages, e-mails, chat rooms), it has also been applied to other forms of text-based interaction such as text messaging.^[2] Research on CMC focuses largely on the social effects of different computer-supported communication technologies. Many recent studies involve Internet-based social networking supported by social software.

Scope of the field

Characteristics

Communication occurring within a computer-mediated format has an effect on many different aspects of an interaction. Some of these that have received attention in the scholarly literature include impression formation, deception, group dynamics, disinhibition and especially relationship formation.

CMC is examined and compared to other communication media through a number of aspects thought to be universal to all forms of communication, including (but not limited to) synchronicity, persistence or "recordability", and anonymity. The association of these aspects with different forms of communication varies widely. For example, instant messaging is intrinsically synchronous but not persistent, since one loses all the content when one closes the dialog box unless one has a message log set up or has manually copy-pasted the conversation. E-mail and message boards, on the other hand, are low in synchronicity since response time varies, but high in persistence since messages sent and received are saved. Properties that separate CMC from other media also include transience, its multimodal nature, and its relative lack of governing codes of conduct.^[3] CMC is able to overcome physical and social limitations of other forms of communication and therefore allow the interaction of people who are not physically sharing the same space.

Anonymity and in part privacy and security depends more on the context and particular program being used or web page being visited. However, most researchers in the field acknowledge the importance of considering the psychological and social implications of these factors alongside the technical "limitations".

Types

CMC can be divided into synchronous and asynchronous modes. In synchronous communications all participants are online at the same time (e.g. IRC), while asynchronous communications occurs without time constraints. (e.g e mail)

Language learning

CMC is widely discussed in language learning because CMC provides opportunities for language learners to practice their language.^[4] For example, Warschauer^[5] conducted several case studies on using email or discussion boards in different language classes. Warschauer^[6] claimed that information and communications technology “bridge the historic divide between speech … and writing”. Thus, considerable concern has arisen over the reading and writing research in L2 due to the booming of Internet.

References

^ McQuail, Denis. (2005). Mcquail's Mass Communication Theory. 5th ed. London: SAGE Publications.
^ Thurlow, C., Lengel, L. & Tomic, A. (2004). Computer mediated communication: Social interaction and the internet. London: Sage.
^ McQuail, Denis. (2005). Mcquail's Mass Communication Theory. 5th ed. London: SAGE Publications.
^ Abrams, Z. (2006). From Theory to Practice: Intracultural CMC in the L2 Classroom. book chapter, forthcoming in Ducate, Lara & Nike Arnold (Eds.) Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching.
^ Warschauer, M. (1998). Electronic literacies: Language, culture and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates.
^ Warschauer, M. (2006). Laptops and literacy: learning in the wireless classroom: Teachers College, Columbia University.

Kalman, Y. M. and Rafaeli, S. (2007-05-23). Modulating Synchronicity in Computer-Mediated Communication. Paper presented at the annual meeting of the International Communication Association, TBA, San Francisco, CA Online <APPLICATION/PDF>. 2010-01-24 from http://www.allacademic.com/meta/p170694_index.html

Kirk, J.J., & Orr, R.L. (2003). A primer on the effective use of threaded discussion forums. ERIC document.

Lapadat, J.C. (2003). Teachers in an online seminar talking about talk: Classroom discourse and school change. Language and Education, 17(1), 21-41.

Leinonen, P., Jarvela, S., & Lipponen, L. (2003). Individual students’ interpretations of their contribution to the computer-mediated discussions. Journal of Interactive Learning Research, 14(1), 99-122.

Lin, L. (2008). An online learning model to facilitate learners’ rights to education. Journal of Asynchronous Learning Networks (JALN), 12(1), pp. 127–143. [Special issue distributed by Sloan-C JALN in collaboration with five other international journals: http://www.distanceandaccesstoeducation.org/]

Lin, L., Cranton, P. & Bridglall, B. (2005). Psychological type and asynchronous written dialogue in adult learning. Teachers College Record, 107(8), 1788-1813.

MackNnight, C.B. (2000). Teaching critical thinking through online discussions. Educause Quarterly, 4, 38-41.

Poole, D.M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 33(2), 162-176.

Schrire, S. (2003). A model for evaluating the process of learning in asynchronous computer conferencing. Journal of Instructional Delivery Systems, 17(1), 6-12.

Vonderwell, S. (2002). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and Higher Education, 6, 77-90.

Wade, S.E., & Fauske, J.R. (2004). Dialogue online: Prospective teachers’ discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39(2), 134-160.

Wu, D., & Hiltz, S.R. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Networks, 8(2), 139-152.

[1] McQuail, Denis. (2005). Mcquail's Mass Communication Theory. 5th ed. London: SAGE Publications.

[2] Thurlow, C., Lengel, L. & Tomic, A. (2004). Computer mediated communication: Social interaction and the internet. London: Sage.

[3] McQuail, Denis. (2005). Mcquail's Mass Communication Theory. 5th ed. London: SAGE Publications.

[4] Abrams, Z. (2006). From Theory to Practice: Intracultural CMC in the L2 Classroom. book chapter, forthcoming in Ducate, Lara & Nike Arnold (Eds.) Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching.

[5] Warschauer, M. (1998). Electronic literacies: Language, culture and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates.

[6] Warschauer, M. (2006). Laptops and literacy: learning in the wireless classroom: Teachers College, Columbia University.

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 == Scope of the field ==
-Scholars from a variety of fields study phenomena that can be described under the umbrella term of CMC (see also [[Internet studies]]). For example, many take a [[Social psychology (sociology)|sociopsychological]] approach to CMC by examining how [[humans]] use "computers" (or [[digital media]]) to manage interpersonal interaction, form impressions and  form and maintain relationships.<ref>Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23, 3-43.</ref><ref>Walther, J. B., & [[Burgoon, J. K.]] (1992). Relational communication in computer-mediated interaction. Human Communication Research, 19, 50-88.</ref> These studies have often focused on the differences between online and offline interactions, though contemporary research is moving towards the view that CMC should be studied as embedded in everyday life .<ref>Haythornthwaite, C. and Wellman, B. (2002). The Internet in everyday life: An introduction. In  B. Wellman and C. Haythornthwaite (Eds.), The Internet in Everyday Life (pp. 3-41). Oxford: Blackwell.</ref> Another branch of CMC research examines the use of [[paralanguage|paralinguistic]] features such as [[emoticon]]s, [[pragmatic]] rules such as turn-taking<ref>Garcia, A. C., & Jacobs, J. B. (1999). The eyes of the beholder: Understanding the turn-taking system in quasi-synchronous computer-mediated communication. Research on Language & Social Interaction, 32, 337-367.</ref>  and the [[sequential analysis]] and organization of talk,<ref>Herring, S. (1999). Interactional coherence in CMC. Journal of Computer-Mediated Communication, 4(4). http://jcmc.indiana.edu/vol4/issue4/herring.html</ref><ref>Markman, K. M. (2006). Computer-mediated conversation: The organization of talk in chat-based virtual team meetings. Dissertation Abstracts International, 67 (12A), 4388. (UMI No. 3244348)</ref> and the various [[sociolect]]s, [[Stylistics (linguistics)|styles]], [[register (linguistics)|registers]] or sets of terminology specific to these environments (see [[Leet]]). The study of language in these contexts is typically based on text-based forms of CMC, and is sometimes referred to as "computer-mediated discourse analysis".<ref>Herring, S. C. (2004). Computer-mediated discourse analysis: An approach to researching online behavior. In: S. A. Barab, R. Kling, and J. H. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp. 338-376). New York: Cambridge University Press.</ref>
-The way humans communicate in professional, social, and educational settings varies widely, depending upon not only the environment but also the method of communication in which the communication occurs, which in this case is through computers or other information and computer technologies ([[Information technology|ICTs]]). The study of communication to achieve [[collaboration]]&mdash;common work products&mdash;is termed [[computer-supported collaboration]] and includes only some of the concerns of other forms of CMC research.
-Popular forms of CMC include [[e-mail]], [[Video teleconference|video]], [[voice over IP|audio]] or [[text chat]] (text conferencing including "instant messaging"), [[bulletin board]]s, [[mailing list|list-servs]] and [[Massively multiplayer online game|MMOs]]. These settings are changing rapidly with the development of new technologies.  [[Weblog]]s (blogs) have also become popular, and the exchange of [[RSS (file format)|RSS]] data has better enabled users to each "become their own publisher".
 == Characteristics ==

v t e Computer-mediated communication
Online chat Online discussion Communication software Collaborative software Social network service Virtual learning environment
Asynchronous conferencing	Email Electronic mailing list FidoNet Usenet Internet forum Textboard Imageboard Bulletin board system Online guestbook
Synchronous conferencing	Data conferencing Instant messaging Internet Relay Chat LAN messenger Talker Videoconferencing Voice over IP Voice chat in online gaming Web chat Web conferencing
Publishing	Blog Microblogging Wiki