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O'Conaill, B., Whittaker, S., & Wilbur, S. (1993). Conversations over video conferences: an evaluation of the spoken aspects of video-mediated communication. Human Computer Interaction, 8, 389-428.

Subject: Discourse Analysis; Videoconferencing.

O'Conaill, Whittaker and Wilbur examine the effects of video systems on conversation, by comparing two different video conferencing systems (ISDN--with half-duplex audio, transmission lags, and poor picture quality--and LIVE-NET--with duplex audio, no transmission lags, and full bandwidth video) with each other and with the characteristics of face-to-face interaction.

The authors made predictions for the following characteristics of face-to-face communication with regard to the two video conferencing systems: Backchannels, Interruptions, Overlaps, Handovers, Turn size and Turn distribution. For the LIVE-NET system, the authors predicted that all characteristics would be the same as for face-to-face communication. For the ISDN system, fewer backchannels and interruptions were predicted, as well as more handovers, more unequal turn distribution and larger turn size. Overlaps in the ISDN system were predicted differently according to three sub-categories: fewer overlaps for projection/completion, less floorholding, and more simultaneous starts. The primary aspect determining these predictions was the difference in transmission lag between ISDN and LIVE-NET.

The results were as follows: For backchannels and interruptions, both video systems demonstrated fewer instances than in face-to-face communication, with ISDN having still fewer than LIVE-NET. In addition both video systems exhibited more explicit handovers than face-to face communication, and the ISDN system exhibited fewer turns than LIVE-NET and face-to-face interaction, with the ISDN turns generally being of greater length. The unequal distribution of turns expected for the ISDN system did not occur. As for overlaps, for projection/completion, there were fewer in ISDN than in LIVE-NET or face-to-face discussion. Floorholding occurred much more frequently in face-to-face interaction than in either video system (with none occuring in ISDN). And ISDN exhibited far more simultaneous starts than did the other two channels.

One strong possibility to account for the discrepency between the results of the study and the original predictions (i.e. where both ISDN and LIVE-NET differed from face-to-face communication) is the concept of directionality, with respect to both sound and visual cues.

P

Paramskas, D. (1993). Computer-assisted language learning (CALL): increasingly integrated into an ever more electronic world. The Canadian Modern Language Review, 50, 125 143.

Subject: CMC; Second Language Acquisition.

Paramska's article deals principally with the history of CALL in Canada, emphasizing the importance of CMC. She speaks in particular of some of the pedagogical advantages and disadvantages of discussion lists, where students are able to contact native French-speakers around the world, and communicate with them "freely and spontaneously" on a variety of topics. The drawback is that fewer than 20% of discussion list participants do more than lurk. She also stresses the importance of making communication, rather than grammatical correctness, the goal of internet use. She adds that "although much research needs to be done on the subject, it appears from preliminary studies that students do not absorb and copy errors produced on e-mail; errors that occur are the same ones that occur on written work, but with one improvement--that fluency and idiomatic expression are enhanced by the medium". Also included at the end of the article is a list of discussion lists on a variety of topics in a variety of languages.

Phillips, A., & Pease, P. (1987). Computer conferencing and education: complementary or contradictory concepts? The American Journal of Distance Education, 1, 44- 52.

Subject: CMC; Education.

In their article, Phillips and Pease focus on three issues--an evaluation of a CMC system as an adult educational environment, the computer as a communications medium, and the social dynamics and interactions among students, instructors and program organizers.

The educational value of the system received "mixed reviews" from the students surveyed. "No sufficient formal structure or instructions existed; one student said he was 'self-taught' . . . . The lecture format provided 'mostly superficial information'. Simulations would be preferable for promoting the 'flow of creative juices'. Disappointment was evident, although not emphasized".

The system and the communication process itself was rated as good by the students.

The quality of the social interaction also received mixed reviews. "Interaction was 'sometimes outstanding, often terrible'. . . . Those areas in which the seminars were judged to be most successful were in providing potentially open forums for frank exchange and getting acquainted with new ideas, and for providing a communications technology by which one could gain new friends." Complaints included lack of participation by other students and faculty, and lack of simulation/role playing.

Phillips and Pease discuss the following issues as possible explanations for some of the negative results of the survey.

1. Socio-emotional needs. "In the course of interviews . . . there were frequent complaints of feeling ostracized for expressing opposing, dissenting views or opinions. The ostracism seems to be conveyed subtly . . ."

2. Status-consciousness of participants. "Much of the discomfort expressed by students who have not become deeply involved in the conferences stems from a perception that there is indeed an established in-group who tend to converse on the 'same intellectual level', making it hard for a 'weaker' person to break in".

3. The need for personal feedback and evaluation. "One major barrier to increased participation is the lack of some mechanism by which each person receives some personal attention from the organizational leaders. Although these students are mature, experienced business and academic professionals, they are still human beings who need to sense that someone is concerned with their progress."


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