ERIC Number: ED463731
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: N/A
Instructional Strategies for Achieving a Positive Impression in Computer-Mediated Communication (CMC) Distance Education Courses.
Liu, Yuliang; Ginther, Dean W.
With the rapid development of computer technology in recent years, distance education, and especially computer-mediated communication (CMC), has expanded very quickly. The application of computer technology in education presents many unanswered questions, including issues related to impression formation and impression management in computer-mediated environments. This paper reviews the knowledge base for verbal and nonverbal factors affecting impression formation in both face-to-face (FtF) and CMC environments. Based on this review, instructional strategies for achieving effective communication and a positive impression in CMC distance education courses are proposed. Verbal strategies include: following language norms; using standard discourse schemas selectively; using pragmatic and syntactic codes selectively; using intense language; using immediate language; using diverse language; using powerful language style; selecting the appropriate verbal influence strategy; and using appropriate ironic remarks. Nonverbal strategies include: using paralinguistic cues such as emoticons appropriately; taking into account chronemics; maintaining a high frequency of messaging; maintaining longer duration messages; maintaining a fast reply of messaging; manipulating primacy effect; manipulating recency effect; and ensuring no typing errors. (Contains 45 references.) (Author/MES)
Descriptors: Computer Mediated Communication, Distance Education, Educational Environment, Instructional Design, Literature Reviews, Models, Nonverbal Communication, Postsecondary Education, Teaching Methods, Verbal Communication, Web Based Instruction
For full text: http://www.mtsu.edu/~itconf/proceed01/8.pdf.
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A