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Computer-mediated Communication (computer-mediated + communication)
Selected AbstractsComputer-Mediated Communication and The Public Sphere: A Critical AnalysisJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 1 2001Lincoln Dahlberg In recent times much has been said about the possibility that the two-way, decentralized communications of cyberspace can provide sites of rational-critical discourse autonomous from state and economic interests and thus extending the public sphere at large. In this paper the extent to which the Internet does in fact enhance the public sphere is evaluated. Online deliberative practices are compared with a normative model of the public sphere developed from the work of Jürgen Habermas. The evaluation proceeds at a general level, drawing upon more specific Internet research to provide a broad understanding of the democratic possibilities and limitations of the present Internet. The analysis shows that vibrant exchange of positions and rational critique does take place within many online fora. However, there are a number of factors limiting the expansion of the public sphere online. These factors include the increasing colonization of cyberspace by state and corporate interests, a deficit of reflexivity, a lack of respectful listening to others, the difficulty of verifying identity claims and information put forward, the exclusion of many from online political fora, and the domination of discourse by certain individuals and groups. The article concludes by calling for more focused Internet-democracy research to address these problems further, research for which the present paper provides a starting point. [source] Evaluative Feedback: Perspectives on Media EffectsJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 2 2007Stephanie A. Watts Computer-mediated communication (CMC) makes it possible to deliver evaluative feedback, an essential component of learning, over distance. This article presents a theoretical model of the CMC-based evaluative feedback process from the perspective of both senders and receivers of feedback. Hypotheses suggested by the model were tested in a quasi-laboratory experiment with part-time MBA students comparing email with voicemail. Within matched-pair dyads, email senders, but not voicemail senders, viewed their negative feedback as being significantly more negative than did their receivers. Voicemail senders, but not email senders, reported significantly lower comfort levels than did their receivers. No feedback effectiveness differences were found between media conditions, although determinants of feedback effectiveness differed significantly depending on the medium. These results are generally consistent with the theoretical model. [source] Computer-mediated communication on the internetANNUAL REVIEW OF INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2002Susan C. HerringArticle first published online: 1 FEB 200 [source] "Silent Orality": Toward a Conceptualization of the Digital Oral Features in CMC and SMS TextsCOMMUNICATION THEORY, Issue 4 2010Oren Soffer Computer-mediated communication (CMC) and short messages service (SMS) play an increasing role in contemporary interpersonal communication. Studies on the linguistic style of these means often refer to its hybrid discursive nature, which combines the formal written register and the informal oral features. This article conceptualizes the oral features of digital CMC and SMS text against the background of two previous eras of orality: the residual-manuscript orality of the Middle Ages and the "secondary orality" of electronic mass communication. It argues that digital orality is unique in the silence of its manifestations, as texts are not converted into the audial sphere. This new type of orality is also unique in that it is celebrated: Its users intentionally toy with the language. « L'oralité silencieuse » : pour une conceptualisation des caractéristiques orales numériques de la CMC et des messages SMS La communication médiée par ordinateur (CMC) et les services d'envoi de messages courts (SMS) jouent un rôle croissant dans la communication interpersonnelle contemporaine. Les études menées sur le style linguistique de ces moyens de communication font souvent référence à sa nature discursive hybride, qui combine le registre formel de l'écrit et les caractéristiques informelles de l'oral. Cet article conceptualise les caractéristiques orales de la CMC et du SMS avec en toile de fond deux ères de l'oralité précédentes : l'oralité résiduelle-manuscrite du Moyen Âge et l'« oralité secondaire » de la communication électronique de masse. Il soumet que l'oralité numérique est unique dans le silence de ses manifestations, puisque les textes ne sont pas convertis dans la sphère auditive. Ce nouveau type d'oralité est aussi unique en ce qu'il est célébré : ses utilisateurs jouent intentionnellement avec la langue. ,,Stumme Oralität": Zu einem Konzept digitaler oraler Eigenschaften in computervermittelten Texten und SMS-Nachrichten Computervermittelte Kommunikation und SMS-Nachrichten spielen eine zunehmend wichtige Rolle in der heutigen interpersonalen Kommunikation. Studien zum linguistischen Stil dieser Mittel weisen oft auf deren hybride diskursive Natur hin, die das offiziell geschriebene Register und informelle mündliche Eigenschaften kombiniert. Dieser Artikel konzeptualisiert die mündlichen Eigenschaften von digitaler computervermittelter Kommunikation und SMS-Texten vor dem Hintergrund zweier vorangegangener Epochen von Mündlichkeit: die residuelle Oralität des Mittelalters und die ,sekundäre Oralität, der elektronischen Massenkommunikation. Es wird argumentiert, dass die digitale Oralität hinsichtlich ihrer Manifestationen einzigartig ist, da Texte nicht in die audiale Sphäre überführt werden. Dieser neue Typ von Oralität ist auch dahingehend einzigartig, da er gefeiert wird: Als des Nutzers absichtliches Spiel mit der Sprache. La "Oralidad Silenciosa": Hacia una Conceptualización de las Características Orales Digitales de los Textos de la CMC y los SMS Resumen La comunicación mediada por la computadora (CMC) y el servicio de mensajes cortos (SMS) juegan un rol creciente en la comunicación interpersonal contemporánea. Los estudios sobre el estilo lingüístico de estos medios se refieren a menudo a su naturaleza discursiva híbrida, que combina el registro escrito formal y las características informales de lo oral. Este artículo conceptualiza las características orales de los textos digitales de la CMC and los SMS contra los antecedentes de 2 eras previas de la oralidad: el manuscrito residual de la oralidad de la Edad Media y la ,segunda oralidad' de los medios electrónicos de comunicación masiva. Discuto que la oralidad digital es única en el silencio de sus manifestaciones, dado que los textos no son convertidos a la esfera auditiva. Este tipo nuevo de oralidad es único también porque es celebrado: sus usuarios juegan intencionalmente con el lenguaje. [source] Online Argument Between Israeli Jews and PalestiniansHUMAN COMMUNICATION RESEARCH, Issue 3 2007Donald G. Ellis Previous research with face-to-face groups found that majority,minority theory was a better predictor of argument patterns between Israelis and Palestinians than cultural codes theory (D. G. Ellis & I. Maoz, 2002; I. Maoz & D. G. Ellis, 2001). But, because of the difficulties of organizing face-to-face contacts between Israelis and Palestinians (e.g., security, transportation, check points), computer-mediated communication has taken on increased significance. This paper builds on previous research pertaining to argument between Israeli Jews and Palestinians and extends that work by investigating the effects of communication technologies on argument interactions between these two groups. The most notable finding was the absence of complex argumentative structures that are typically associated with conflict resolution. [source] Experimental Tests of Normative Group Influence and Representation Effects in Computer-Mediated CommunicationHUMAN COMMUNICATION RESEARCH, Issue 3 2002When Interacting Via Computers Differs From Interacting With Computers Two experiments addressed the questions of if and how normative social influence operates in anonymous computer-mediated communication (CMC) and human-computer interaction (HCI). In Experiment 1, a 2 (public response vs. private response) × 2 (one interactant vs. four interactants) × 3 (textbox vs. stick figure vs. animated character) mixed-design experiment (N = 72), we investigated how conformity pressure operates in a simulated CMC setting. Each participant was asked to make a decision in hypothetical social dilemmas after being presented with a unanimous opinion by other (ostensible) participants. The experiment examined how the visual representation of interaction partners on the screen moderates this social influence process. Group conformity effects were shown to be more salient when the participant's responses were allegedly seen by others, compared to when the responses were given in private. In addition, participants attributed greater competence, social attractiveness, and trustworthiness to partners represented by anthropomorphic characters than those represented by textboxes or stick figures. Experiment 2 replicated Experiment 1, replacing interaction with a computer(s) rather than (ostensible) people, to create an interaction setting in which no normative pressure was expected to occur. The perception of interaction partner (human vs. computer) moderated the group conformity effect such that people expressed greater public agreement with human partners than with computers. No such difference was found for the private expression of opinion. As expected, the number of computer agents did not affect participants' opinions whether the responses were given in private or in public, while visual representation had a significant impact on both conformity measures and source perception variables. [source] Information-Seeking Strategies, Uncertainty, and Computer-Mediated CommunicationHUMAN COMMUNICATION RESEARCH, Issue 2 2002Toward a Conceptual Model This article argues that existing theory and research on computer-mediated communication (CMC) provide a limited view of information-seeking behavior and proposes a conceptual model for its examination via CMC and new media. Although most CMC environments eliminate or severely reduce nonverbal and contextual information available to address uncertainty, form impressions, and develop relationships, such environments offer alternative mechanisms for acquiring social information about others. The article discusses strategies for seeking social information and identifies factors influencing their selection from alternatives, incorporating them into a conceptual model. Finally, 2 promising approaches for examining the effects and effectiveness of social information seeking in CMC are described, with an emphasis on how the proposed conceptual model can aid in the development of each. [source] Aspects of advanced foreign language proficiency: Internet-mediated German language playINTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2004Julie A. Belz Adult foreign language play has been an under-explored phenomenon in the field of applied linguistics, despite the fact that strong claims have been made about its importance in instructed foreign language learning. This article documents the nature of adult foreign language play in the electronic medium and examines the ways in which computer-mediated communication may afford opportunities for its occurrence. It is further argued that examination of this phenomenon provides insights into issues of advanced foreign language proficiency. The article presents a case study of a 19-year-old American college student who was a participant in a telecollaborative course between the United States and Germany in the fall of 2002. Data are drawn from (a) his course web site, (b) his in-class electronic correspondence with his German keypals, (c) his out-of-class correspondence with these same keypals and his German-speaking girlfriend, (d) his cumulative course portfolio, and (e) focus group interviews. [source] When Online Meets Offline: An Expectancy Violations Theory Perspective on Modality SwitchingJOURNAL OF COMMUNICATION, Issue 1 2008Artemio Ramirez Jr The present study examines the occurrence and timing of modality switching (MS) from the perspective of expectancy violations theory. The results indicate that, relative to continuing to interact through computer-mediated communication, participants rated the social information (partner behavior and physical appearance/attractiveness) acquired by MS as an expectancy violation, although their evaluations varied as a function of the timing of the switch. Participants evaluated the social information more positively and uncertainty-reducing following short-term online associations but more negatively and uncertainty-provoking following long-term ones compared to remaining online. Moreover, social information acquired through MS, irrespective of the timing, was rated as more relationally important. Implications and limitations of the results as well as directions for future research are discussed. Résumé Passer d,en ligne à hors ligne: La théorie de la violation des attentes face au changement de modalité La présente étude examine l'occurrence et le moment où apparaît un changement de modalité au vu de la théorie de la violation des attentes (expectancy violation theory). Les résultats indiquent que relativement au fait de continuer à interagir en communiquant par ordinateur, les participants ont considéré que l,information sociale (comportement du partenaire et apparence physique/attrait) obtenue par un changement de modalitéétait une violation des attentes, bien que leurs évaluations aient varié en fonction du moment du changement. Les participants ont évalué l'information sociale plus positivement et l,ont caractérisée comme réduisant l'incertitude à la suite d,associations en ligne à court terme, mais l'ont évaluée plus négativement et caractérisée comme provoquant de l,incertitude à la suite d'associations en ligne à long terme, comparativement à ceux qui n,ont pas effectué de changement de modalité. De plus, l'information sociale acquise par le changement de modalité, indépendamment du moment auquel celui-ci s,est fait, fut considérée plus importante pour la relation. Les implications et les limites des résultats sont commentées, de même que sont données des indications pour la recherche future. Mots clés : théorie de la violation des attentes, perspective hyperpersonnelle, théorie du traitement social de l'information, communication par ordinateur Abstract Online trifft Offline: Modalitätswechsel aus Sicht der Erwartungsverletzungstheorie (Expectancy Violation Theory) Die vorliegende Studie untersucht das Auftreten und den zeitlichen Ablauf eines Modalitätswechsels aus Sicht der Erwartungsverletzungstheorie (Expactancy Violation Theory). Die Ergebnisse deuten darauf hin, dass im Rahmen einer Interaktion durch CvK, Teilnehmer soziale Information (Partnerverhalten und physisches Aussehen/Attraktivität), die sie durch einen Modalitätswechsel erhalten haben, als Erwartungsverletzung bewerten - ihre Einschätzungen variieren allerdings nach dem zeitlichen Ablaufs dieses Wechsels. Teilnehmer bewerteten die soziale Information nach einer kurzzeitigen Online-Bindung positiver und als stärker Ungewissenheit reduzierend, aber negativer und Unsicherheit auslösend nach langfristiger Online-Bindung im Vergleich zum dauerhaft Online bleiben. Darüber hinaus wurden soziale Information, die im Zuge des Modalitätswechsels erworben wurden, unabhängig vom zeitlichen Ablauf als wichtiger eingeschätzt. Schlussfolgerungen und Einschränkungen dieser Ergebnisse sowie die Ausrichtung zukünftiger Forschung werden diskutiert. Resumen Cuando Alguien en línea (online) Conoce a Alguien Fuera de la Línea (offline): Una Perspectiva de la Teoría de la Violación de Expectativas sobre la Modalidad de Intercambio El presente estudio examina la ocurrencia y la oportunidad de la modalidad de intercambio desde una perspectiva de la teoría de violación de expectativas. Los resultados indican que, relativos a la continuidad de la interacción a través de los medios de comunicación mediados por la computadora (CMC), los participantes estimaron a la información social (el comportamiento del compañero y la apariencia física/atractivo) adquiridos por la modalidad de intercambio como una violación de expectativa, aunque las evaluaciones variaron como función de la ocurrencia del intercambio. Los participantes evaluaron la información social de manera más positiva y redujeron la incertidumbre luego de asociaciones cortas online, pero de manera más negativa e incrementando la incertidumbre después de un término largo de permanencia online. Más aún, la información social adquirida a través de la modalidad de intercambio, con independencia de la oportunidad, fue estimada como importante desde el punto de vista de la relación. Las implicaciones y limitaciones de los resultados así como las direcciones para investigación futura fueron discutidas. ZhaiYao Yo yak [source] When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structureJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2009H.-J. So Abstract The purpose of this study is to explore how groups decide to use asynchronous online discussion forums in a non-mandatory setting, and, after the group decision is made, how group members use online discussion forums to complete a collaborative learning project requiring complex data gathering and research processes. While a large body of research on computer-mediated communication (CMC) has documented successful intervention strategies to promote and sustain online discussion forums, little of the research has examined the use of online discussion forums in voluntarily contexts, wherein the decision to use online discussion forums is a personal decision and participation is not a graded component. This study approaches the research questions using a naturalistic case study of one graduate-level blended learning course with 55 students. Employing both student interviews and content analysis methods, this study revealed that the factors affecting the group decision to use online discussion forums are (1) successful or unsuccessful experiences during the first trial, (2) perceived affordances of CMC tools, and (3) the interplay between the nature of collaborative tasks and perceived efficiency. The content analysis of online postings in two voluntary groups revealed that when groups decided to use online discussion forums, participation levels were almost equal among individual group members, and discussion threads were sustained until the final completion of the collaborative project. [source] Gender-related differences in computer-mediated communication and computer-supported collaborative learningJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 5 2007F.R. Prinsen Abstract A question associated with the introduction of computer-supported collaborative learning (CSCL) is whether all participants profit equally from working in CSCL environments. This article reports on a review study into gender-related differences in participation in CSCL. As many of the processes in CSCL are similar to those in computer-mediated communication (CMC), studies into CMC are also included in the review. Male dominance is found to play a role in many CMC settings. A learning culture with an explicit focus on participation by all students seems to be related to a more gender-balanced participation in CMC, however. A tendency for boys to be more active participants than girls is also present in CSCL environments, but it is less pronounced than in CMC. This may be explained by the fact that participation is explicitly promoted in most CSCL environments. Gender differences in the character of students' contributions are found in both CMC and CSCL. It is concluded that in order to avoid gender-stereotyped participation and communication patterns, it is necessary to explicitly address inclusiveness as an aspect of a collaborative classroom culture. A plea is made for further research into differential participation by students in CSCL, and the effects thereof on cognitive and affective learning outcomes. Research should also focus on the question how classroom cultures can be promoted that support active participation of all students aimed at collaborative knowledge construction. [source] Implementing a CMC tutor group for an existing distance education courseJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2000M Weller Abstract, ,Artificial Intelligence for Technology' (T396) is a distance learning course provided by the Open University of the UK using face-to-face tutorials. In 1997 a pilot study was undertaken of a computer-mediated communication (CMC) tutor group which consisted of volunteers from around the UK. The student feedback raised a number of issues including: the need for a distinct function for the tutor group conference, the role of and demands on the tutor, and the benefits perceived by students. It is suggested that some issues arise from a conflict of cultures each with their own implicit assumptions. The traditional face-to-face tutorial model is sometimes at variance with the demands of the new CMC based tuition. [source] Preliminary Development of a Model and Measure of Computer-Mediated Communication (CMC) CompetenceJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 2 2006Brian H. Spitzberg The rationale for developing a theoretical model of computer-mediated communication (CMC) competence is established through review of social trends in the use of new media technologies. Special attention is paid to the role new media play in the formation and development of personal relationships. A model of CMC competence is then developed along the lines of motivation, knowledge, skills, context, and outcomes as a metaphorical typology for organizing existing CMC research. This research is reviewed as it informs, and is organized by, the model of CMC competence. A sampling of formal propositions resulting from the model is elaborated, and the results of preliminary pilot studies of the model are reviewed. The model is offered as a first step in examining individual differences in the domain of CMC relationships and media choice. [source] Linguistic Innovations and Interactional Features of Casual Online Communication in JapaneseJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 1 2003Yukiko Nishimura This study explores the linguistic and interactional properties of informal asynchronous computer-mediated communication (CMC) in Japanese. Using Bulletin Board Systems (BBS) messages as the primary source of data, the study identifies innovative uses of kanji, other scripts and punctuation, and examines the incorporation of such informal spoken features as final particles. Young Japanese BBS users are found to employ colloquial language online as if conversing offline, and interact appropriately with their fellow participants in their Internet community. [source] Gender and genre variation in weblogsJOURNAL OF SOCIOLINGUISTICS, Issue 4 2006Susan C. Herring A relationship among language, gender, and discourse genre has previously been observed in informal, spoken interaction and formal, written texts. This study investigates the language/gender/genre relationship in weblogs, a popular new mode of computer-mediated communication (CMC). Taking as the dependent variables stylistic features identified in machine learning research and popularized in a Web interface called the Gender Genie, a multivariate analysis was conducted of entries from random weblogs in a sample balanced for author gender and weblog sub-genre (diary or filter). The results show that the diary entries contained more ,female' stylistic features, and the filter entries more ,male' stylistic features, independent of author gender. These findings problematize the characterization of the stylistic features as gendered, and suggest a need for more fine-grained genre analysis in CMC research. At the same time, it is observed that conventional associations of gender with certain spoken and written genres are reproduced in weblogs, along with their societal valuations. [source] Linguistic politeness and face-work in computer-mediated communication, Part 1: A theoretical frameworkJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 13 2008Jung-ran Park Our daily social interaction is anchored in interpersonal discourse; accordingly, the phenomenon of linguistic politeness is prevalent in daily social interaction. Such linguistic behavior underscores the fact that linguistic politeness is a critical component of human communication. Speech participants utilize linguistic politeness to avoid and reduce social friction and enhance each other's face, or public self-image, during social interaction. It is face-work that underlies the interpersonal function of language use and encompasses all verbal and nonverbal realizations that bring forth one's positive social value, namely, face. Face-work is founded in and built into dynamic social relations; these social and cultural relations and context directly affect the enactment of face-work. Analysis and a subsequent understanding of sociointerpersonal communication are critical to the fostering of successful interaction and collaboration. Linguistic politeness theory is well positioned to provide a framework for an analysis of social interaction and interpersonal variables among discourse participants inasmuch as it is applicable not only to face-to-face social interactions but also to those interactions undertaken through online communication. [source] A hybrid approach to Web forum interactional coherence analysisJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 8 2008Tianjun Fu Despite the rapid growth of text-based computer-mediated communication (CMC), its limitations have rendered the media highly incoherent. This poses problems for content analysis of online discourse archives. Interactional coherence analysis (ICA) attempts to accurately identify and construct CMC interaction networks. In this study, we propose the Hybrid Interactional Coherence (HIC) algorithm for identification of web forum interaction. HIC utilizes a bevy of system and linguistic features, including message header information, quotations, direct address, and lexical relations. Furthermore, several similarity-based methods including a Lexical Match Algorithm (LMA) and a sliding window method are utilized to account for interactional idiosyncrasies. Experiments results on two web forums revealed that the proposed HIC algorithm significantly outperformed comparison techniques in terms of precision, recall, and F-measure at both the forum and thread levels. Additionally, an example was used to illustrate how the improved ICA results can facilitate enhanced social network and role analysis capabilities. [source] Committed to share: commitment and CMC use as antecedents of knowledge sharingKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 1 2004Bart van den Hooff Knowledge sharing is an important process in modern organizations, as successful knowledge sharing can result in shared intellectual capital, an increasingly important resource. In this paper, we study the influence of organizational commitment and the use of computer-mediated communication (CMC) on knowledge sharing. In knowledge sharing, an important distinction is made between knowledge donating and knowledge collecting. Based on relevant literature, we hypothesize that commitment and CMC use are both positively related to both knowledge donating and knowledge collecting. We also hypothesize that CMC use positively influences commitment. On the basis of two case studies our conclusion is that CMC use is an antecedent of organizational commitment, and that such commitment, in turn, influences the willingness to both donate and collect knowledge. Further analyses lead to the conclusion that it is important to distinguish different processes of knowledge sharing (donating and collecting), different levels of commitment and knowledge sharing (organizational and departmental), and different modes of CMC use in order to get a full grasp of the relationship between commitment, knowledge sharing and CMC use. Copyright © 2004 John Wiley & Sons, Ltd. [source] Computer-mediated discussion, self-efficacy and genderBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 6 2009ShinYi Lin In the context of hybrid instruction, this study was designed to explore whether gender has an influence on learners' preferences for synchronous or asynchronous modes of computer-mediated communication, and whether this decision impacts learners' self-efficacy (SE) towards knowledge acquisition. The participants were 180 teacher-education students (151 females and 29 males) enrolled in a hybrid (blend of traditional classroom instruction and online learning activities) foundations course at a United States research university with a proportionally high percentage of full-time commuters and/or distance enrolees. The findings showed that, regardless of gender, two-thirds of the participants preferred asynchronous modes over synchronous ones. In addition, gender was weakly related to the participants' SE in both modes. Linear regression indicated that SE, in turn, was weakly related to academic performance. The implications of these findings for instructional practice are discussed. [source] Students' experiences with and preferences for using information technology in music learning in Shanghai's secondary schoolsBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2007Wai-Chung Ho This study explores the centrality of information technology (IT) to Chinese students' experiences in music lessons. Students involved in this qualitative and quantitative study described the possibilities of using technology when learning music. From among the students of 15 Shanghai secondary schools, 1741 responded to a written questionnaire and 68 took part in interviews. The students' perceptions of the use of IT were grouped in relation to three categories: (1) the students' motivation to learn music, (2) their preferred musical activities and (3) the musical styles preferred for classroom learning. Most students believed that IT could provide motivation for music learning. They used IT mainly in their listening activities but believed that it could also be helpful in learning both classical and popular musical styles. The findings suggest that the use of IT could extend the boundaries of music learning in the classroom, giving rise to a multitude of new and exciting possibilities. This approach to curriculum formulation is argued to be significant in terms of developing students' technological literacy and providing rich learning environments that make use of computer-mediated communications and the effectiveness of technology and teacher fidelity in implementing pedagogy. [source] | ||||||||||||||||