Computer-supported instructional communication
According to Rummel and Krämer (2010), “Research on instructional communication focuses on the study of interaction in learning environments (Mottet et al. 2005). Characteristic goals when analyzing instructional communication are: (1) understanding variables associated with successful communication in instructional settings and (2) deducing principles in order to design instructional communication more effectively.”
(Rummel and Krämer, 2010: 2)
- Nikol Rummel and Nicole Krämer (2010) (eds). Special Issue: Computer-supported instructional communication. A multidisciplinary account of relevant factors, Educational Psychology Review 22 (1). ISSN 1573-336X
- Bromme, H., Hesse, F. W., & Spada, H. (2005). Barriers, biases and opportunities of communication and cooperation with computers: Introduction and overview. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-computer-mediated knowledge communication and how they may be overcome (pp. 1-14). New York: Springer.
- Dillenbourg, P. (2005). Designing biases that augment socio-cognitive interactions. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication and how they may be overcome (pp. 243-264). New York: Springer.
- Mottet, T. P., Richmond, V. P., & McCroskey, J. C. (2005). Handbook of instructional communication: Rhetorical and relational perspectives. Boston: Allyn & Bacon.
- Postmes, T., Spears, R., & Lea, M. (1998). Breaching or building social boundaries? SIDE-effects of computer-mediated communication. Communication Research, 25, 689-715
- Rummel, Nikol and Nicole Krämer (2010). Computer-Supported Instructional Communication: A Multidisciplinary Account of Relevant Factors, Educational Psychology Review 22:1–7 DOI 10.1007/s10648-010-9122-y
- Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23, 3-43.