Online Communication

Introduction

   The term "online communication" refers to reading, writing, and communication via networked computers. It encompasses synchronous computer-mediated communication (whereby people communicate in real time via chat or discussion software, with all participants at their computers at the same time); asynchronous computer-mediated communication (whereby people communicate in a delayed fashion by computer, using programs such as e-mail); and the reading and writing of online documents via the World Wide Web. Second language researchers are interested in two overlapping issues related to online communication: (1) how do the processes which occur in online communication assist language learning in a general sense (i.e., online communication for language learning); and (2) what kinds of language learning need to occur so that people can communicate effectively in the online realm (i.e., language learning for online communication).
Background
   Online communication dates back to late 1960s, when U.S. researchers first developed protocols that allowed the sending and receiving of messages via computer (Hafner & Lyon, 1996). The ARPANET, launched in 1969 by a handful of research scientists, eventually evolved into the Internet, bringing together some 200 million people around the world at the turn of the millennium.
   Online communication first became possible in educational realms in the 1980s, following the development and spread of personal computers. The background on online communication in language teaching and research can be divided into two distinct periods, marked by the introduction of computer-mediated communication in education in the mid-1980s and the emergence of the World Wide Web in the mid-1990s.
Computer-Mediated Communication
   In the first period, dating from the mid-1980s, language educators began to discover the potential of computer-mediated communication for language teaching (Cummins, 1986). The integration of computer-mediated communication in the classroom itself divided into two paths: on the one hand, some educators began to use e-mail to set up long-distance exchanges, and, on the other hand, other educators began to use synchronous software programs (in particular, Daedalus Interchange (Daedalus Inc., 1989) to allow computer-assisted conversation in a single classroom.
   Long-distance exchanges and computer-assisted conversation had overlapping, but distinctive, justifications. Both types of activities were seen to shift the focus from language form to language use in meaningful context (e.g., Kelm, 1992; Meskill & Krassimira, 2000) and thereby increase student motivation (e.g., Meunier, 1998; Warschauer, 1996b). In addition, long-distance exchanges were viewed as brining about increased cultural knowledge from communication with native-speaking informants (e.g., Kern, 1995a; Soh & Soon, 1991), and making reading and writing more authentic and collaborative (e.g., Tella, 1992b). Those implementing computer-assisted conversation emphasized the linguistic benefits which could be achieved from rapid written interaction, such as better opportunities to process and try out new lexical or syntactic patterns as compared to oral interaction (e.g., Ortega, 1997; Warschauer, 1999).
The World Wide Web
   The World Wide Web is an international online database that allows the sharing of linked multimedia documents. These documents can be authored in a non-linear, layered and linked format, which is referred to as hypertext or hypermedia. The development and spread of the World Wide Web in the 1990s marked a second period in the use of online communication in language teaching. One the one hand, the Web allows additional modes of computer-mediated communication through Web-based chat rooms, bulletin boards, and discussion forums, thus making even more popular the kind of long-distance exchanges and computer-assisted conversation activities described above. In addition, the World Wide Web adds a new dimension to online communication and learning by allowing students to find and read online documents on a variety of topics from throughout the world and to author and publish similar documents to share with others.
   Some researchers have viewed the Web as an extension of an L2 culture or society; by engaging in Web-based activities, students can gradually become members of the community of English language speakers, in the same way that they might through other forms of immersion in a culture (Zhao, 1996). Others view the Web as an extension of a CD-ROM, in other words, a good environment to create multimedia language learning materials with the added advantage of allowing student interactivity (Chun & Plass, 2000). Others view the Web as an extension of (and alternative to) print, that is, a major new medium of literacy that needs to be mastered on its own terms for success in 21st century life (Shetzer & Warschauer, 2000; Warschauer, 1999). Since the Web is a vast and diverse environment, encompassing a huge variety of online documents and an array of evolving communications tools, it is perhaps overreaching to seek a single unitary framework to motivate its integration in the classroom.
Research
   Research on online communication and second language learning has focused on three general topic areas: (1) interaction, (2) reading and writing, and (3) affect.
Interaction
   Computer-mediated communication, which allows the recording of all messages for post hoc analysis, provides a wealth of easily accessible data for language researchers studying interaction. Studies of L2 computer-mediated interaction have thus far looked at the linguistic characteristics of computer-mediated messages, the types of negotiation and linguistic modification that occur, and the patterns of participation that emerge.
   Linguistic characteristics. An important question facing both L1 and L2 researchers is whether computer-mediated communication has its own distinctive linguistic features. L2 research has found that computer-assisted conversation is syntactically more complex and lexically more dense than face-to-face conversation (Warschauer, 1996a). In a comparative study of two modes of student-teacher dialogue, it has also been shown that L2 students' writing via e-mail is more informal and conversational than their writings via pencil-and-paper (Wang, 1993). These studies support prior claims that computer-mediated communication tends to fall in the middle of the continuum of more formal communication (as often featured in writing) and informal communication (as often featured in speech). The studies suggest that computer-mediated communication can help serve as a useful bridge between speaking and writing by facilitating L2 interaction that is linguistically complex yet informal and communicative.
   Negotiation and Modification. One of the most important domains of second language research is that of negotiation and modification, that is how second language learners modify their communication in negotiation and interaction with others (see Pica, 1994). Several studies have shown extensive incorporation of new syntactical patterns or lexical chunks during computer-mediated interaction and have concluded that the online medium facilitates such incorporation by allowing greater opportunity to study incoming messages and to carefully plan responses (e.g., Pelletieri, 2000; St. John & Cash, 1995). Research has also indicated that the types of tasks and topics chosen have an important affect on the nature of computer-mediated negotiation, with substantial benefits found from conversational tasks which are goal-oriented and which encourage learners to reflect on their own use of language (Lamy & Goodfellow, 1999; Pelletieri, 2000).
   Participation. L1 research has shown that computer-mediated communication tends to feature more balanced participation than face-to-face conversation, with less dominance by outspoken individuals (see summary of research in Sproull & Kiesler, 1991). Studies of L2 classroom discourse have validated this finding. First, it has been shown that student participation vis-�-vis teacher participation increases dramatically in computer-mediated communication (e.g., Kern, 1995b; Warschauer, 1999). Second, it has been found that students themselves participate more equally in computer-mediated communication, and it is precisely those students who participate least in face-to-face conversation who increase their participation most when changing to a computer medium (Warschauer, 1996a). Third, it has been found that in mixed L2-L1 classrooms, L2 students are more likely to participate in computer-mediated than in face-to-face conversation (Warschauer, 1999). These findings suggest that computer-mediated communication can be a useful tool for encouraging greater participation of quite or shy students and for creating alternatives to the traditional "IRF" (teacher initiation, student response, and teacher follow-up) discourse pattern which dominates most classrooms.
Reading and Writing
   A second line of research has investigated the types of reading and writing processes that occur in online environments. Qualitative studies in several online classrooms have described how students' reading and writing processes became more collaborative and purposeful as students engage in project-oriented research and writing for a real audience (Barson, Frommer, & Schwartz, 1993; Meskill & Krassimira, 2000; Tella, 1992b; Warschauer, 1999). These benefits occur both during e-mail exchanges (e.g., Kern, 1996) and, especially, when students publish their work on the World Wide Web, as the act of public display encourages them to make their writing more "reader-centered" (i.e., written with the audience in mind; see discussion in Warschauer, 1999). These changes in reading and writing processes have been reported only in those classrooms where the Internet was integrated by teachers into collaborative, content-focused project work, and not in situations characterized by a high amount of teacher control and a focus on the mechanics of writing (see Warschauer, 1998).
Affect
   A third area of research has been on the affective impact of online learning, and, in particular, whether opportunities for online communication increase students' motivation. Research to date suggests that online learning activities are generally quite motivating for language learners, in part because learners feel they are gaining technical skills which will prove beneficial in the future (Warschauer, 1996b). Learners are also motivated by the opportunity to publish their own work, communicate with distant partners, work collaboratively in groups, and create their own projects that reflect their own interests (Barson, et al., 1993; Tella, 1992a; Warschauer, 1999). Learners lose motivation, though, if they don't understand or agree with the purpose of technology-based activities and feel that such activities are interfering with their language-learning goals (Pinto, 1996; Warschauer, 1998).
   In summary, research on the role of online communication in language teaching is still in its infancy, and the important research issues are still being defined. Research to date, though, indicates that online activities can support a number of important language learning objectives if the activities are implemented in a well-planned and purposeful manner. Planning should include the establishment of topics, tasks, projects, and organization that exploit the value of the Internet for goal-oriented communication, research, and publication.
Practice
   The Internet is by its nature a dynamic and interactive medium that requires a high degree of flexibility and interaction. Research has indicated that online communication activities which are too highly restrictive, which focus on form to the exclusion of content, which insist on a high degree of teacher control, or which fail to allow students to pursue their own initiatives or interests will likely cause frustration and demotivation (Warschauer, 1998). At the same time, the highly decentralized and diverse nature of the Internet can make it a confusing and even chaotic medium for learners of English, especially those at the beginning level. Simply leaving learners to their own resources on the Internet is unlikely to bring satisfying results, as beginning learners drop out in frustration and more advanced learners stagnate at the level of conversational chatting or superficial "net-surfing."
   Best online teaching practices take the contradictory nature of the Internet into account. Internet-based activities should be complex enough to allow for the kinds of interaction, collaboration, and autonomous decision-making that are well-supported by the medium. The activities should also be sufficiently structured to allow learners to achieve objectives without floundering or getting lost. These two points, taken together, mean that Internet-based projects and activities will likely be most successful when they reflect in-depth planning and integration. As Bruce Roberts, one of the coordinators of International Email Classroom Connections stated:

There is a significant difference in educational outcome depending on whether a teacher chooses to incorporate email classroom connections as (1) an ADD-ON process, like one would include a guest speaker, or (2) an INTEGRATED process, in the way one would include a new textbook. The email classroom connection seems sufficiently complex and time consuming that if there are goals beyond merely having each student send a letter to a person at a distant school, the ADD-ON approach can lead to frustration and less-than-expected academic results--the necessary time and resources come from other things that also need to be done. On the other hand, when the email classroom connection processes are truly integrated into the ongoing structure of homework and student classroom interaction, then the results can be educationally transforming. (Warschauer, 1995, p. 95)

   Online communication thus fits especially well with a structured, project-based approach which allows learners to engage in increasingly complex tasks throughout a course, in collaboration with partners in the same class or in other locations, and with appropriate scaffolding from the teacher or from other sources (including online resources). The types of projects which can be organized are varied, and may incorporate the following elements:

Interviews and surveys: Students work in teams to design, conduct, and interpret surveys or interviews of distant partners on social, cultural, or other issues (see, for example, Ady, 1995; Kendall, 1995) Online research: Students learn to conduct research online to answer questions selected by the teacher or of to investigate matters of their own choosing (see, for example, Lixl-Purcell, 1995) Comparative investigations: Students work in teams to investigate social, cultural, or economic conditions in their locality and to compare the results online (see, for example Livesy & Tudoreanu, 1995) Simulations: Students work in teams on projects such as a model United Nations, business simulations, or contests to find the best solution to a real-world problem (see, for example, Feldman, 1995; Vilmi, 1995) Online publication: Students work in teams to publish online newsletters, magazines, or documentary reports (Barson & Debski, 1996; Jor, 1995).

   Such long-term projects can provide a meaningful and motivating context to frame learning activities throughout the semester. Within the context of the project, specific language-focused activities can be included, including those related to reading, writing, research, vocabulary, grammar, and other skill areas. Classroom discussions, planning meetings, and oral presentations can help students develop aural-oral skills to complement the reading and writing skills which may be the focus of their online work.
Current and future trends and directions
   Beginning in the late 1990s, there has been a gradual shift from seeing online communication as a tool to promote language learning toward seeing the mastery of online communication as a valuable end in itself. This reflects the increased prominence of online communication in society, with e-mail surpassing telephone conversation and even face-to-face conversation as a frequent tool of communication among some occupational groups (American Management Association International, 1998) and the World Wide Web rapidly expanding its presence and impact in fields ranging from academia to entertainment to marketing. Thus an important new future direction in both research and practice focuses on integrating the teaching of language skills and new electronic literacies (Warschauer, 1999).
   Shetzer and Warschauer (2000) have categorized electronic literacies in three areas: communication, construction, and research. Communication involves Internet-based activities which allow people to converse with individuals and groups, and involves mastering the pragmatics of various forms of synchronous and asynchronous communication, both in one-to-one interaction and "many-to-many" electronic discussion forums. Construction involves the ability to work individually or collaboratively to write and publish information on the Internet, and includes mastery of hypermedia authoring (i.e., making a point effectively while combining texts with graphics or other media, all packaged in a non-linear, linked "hypertextual" format). Research encompasses a range of navigation, reading, and interpretation skills, including how to effectively search the Internet, how to evaluate information that you find, and how to critically consider multimedia information.
   In summary, electronic literacies incorporate both information processing skills (e.g., navigation of the Internet) and rhetorical skills (e.g., writing a persuasive e-mail message). Taken together, these new literacies will be important in many languages, but in none more so than English as an estimated 85% of the electronically-stored information in the world is in the English language (Crystal, 1997). Several approaches for the development of electronic literacies are emerging. These include the fuller integration of electronic literacy skills in the "traditional" ESL classroom as well as the establishment of special content-based courses that are specifically based on combining a focus on language and technology.
Conclusion
   Online communication is a new phenomenon, having first come into existence toward the end of the 20th century. It is growing at one of the fastest rates of any new form of communication in human history, and its long-term impact is expected to be substantial. A not uncommon, and, in my eyes, justifiable, view is that online communication represents the most important development in human communication and cognition since the development of the printing press (Harnad, 1991).
   During the early years of the Internet, teachers began to think about how they could exploit online communication to promote language learning, and this effort will surely continue. However, it is increasingly clear that online communication represents for the field of TESOL much more than a useful pedagogical tool. Rather, online communication is a major new medium of English-language communication and literacy in its own right, and one that will likely affect the development of TESOL in important ways that we cannot yet predict. Both researchers and language teachers will do well to play close attention to the expanding and evolving role of online communication as it relates to the teaching, learning, and use of English.

Online communication and adolescent relationships.

Abstract

Over the past decade, technology has become increasingly important in the lives of adolescents. As a group, adolescents are heavy users of newer electronic communication forms such as instant messaging, e-mail, and text messaging, as well as communication-oriented Internet sites such as blogs, social networking, and sites for sharing photos and videos. Kaveri Subrahmanyam and Patricia Greenfield examine adolescents' relationships with friends, romantic partners, strangers, and their families in the context of their online communication activities. The authors show that adolescents are using these communication tools primarily to reinforce existing relationships, both with friends and romantic partners. More and more they are integrating these tools into their "offline" worlds, using, for example, social networking sites to get more information about new entrants into their offline world. Subrahmanyam and Greenfield note that adolescents' online interactions with strangers, while not as common now as during the early years of the Internet, may have benefits, such as relieving social anxiety, as well as costs, such as sexual predation. Likewise, the authors demonstrate that online content itself can be both positive and negative. Although teens find valuable support and information on websites, they can also encounter racism and hate messages. Electronic communication may also be reinforcing peer communication at the expense of communication with parents, who may not be knowledgeable enough about their children's online activities on sites such as the enormously popular MySpace. Although the Internet was once hailed as the savior of education, the authors say that schools today are trying to control the harmful and distracting uses of electronic media while children are at school. The challenge for schools is to eliminate the negative uses of the Internet and cell phones in educational settings while preserving their significant contributions to education and social connection.

What are the advantages of online communication for citizen engagement?

There are a number of clear advantages and disadvantages of online communication that need to be considered when you are planning a digital citizen engagement strategy.
Online discussion forums have long been used in educational contexts as part of a broader movement towards online learning. Citizen engagement around complex public policy via online forums provides a similar environment in which discussion participants are able to share their views, enter dialogue, and learning from each other. In this context there are, however, clearly advantages and disadvantages of online communication. In my view the advantages clearly outweigh the disadvantages, however, it is as well to be aware of the disadvantages so that strategies can be put in place to minimise their impacts on participants.

Communicating online is still considered the “new kid on the block” in both educational and public policy contexts, more so in the later. Because of this “newness” it is still having to prove itself through a multitude of qualitative and quantitative research projects. While you won’t find me arguing that online communication should replace face-to-face engagement processes, there are clearly a lot of benefits from online communication that make it a very valid modality for community-government relationship building. I’ve outlined eight advantages of online communication below, but there are, without doubt, many more.

#1. Online community feedback options increase citizen participation rates by providing flexible access to participate asynchronously

Online forums are accessible 24×7, anywhere as long as you have an internet connection. Public gatherings are not.

We have seen this advantage demonstrated clearly in the visitation patterns of each of our client’s EngagementHQ citizen engagement sites.

Some 60% if visitors to our client’s sites do so during their working day with peaks around morning and afternoon tea. It is quite clear that the majority of users take full advantage of the convenience of the opportunity to get involved in the discussions while they are at work rather than in their own time. In contrast, the vast majority of traditional citizen engagement processes take require participation either after work during the week, or on valuable weekends when there are far more interesting things to be doing. As a result of this convenience, we have often seen vastly higher online participation than face-to-face participation in policy discussions.
Our observations mirror those of online course providers. College Atlas notes that:

Many people participate in online courses because of the flexibility they provide. Online college degrees and programs make it possible for students to work during the day and complete their studies from their homes at nights. Those who spend a lot of time traveling due to work can also complete their education in their spare time.

The competition for “time” is tough. Everybody has lots to do. It’s hard enough getting someone’s attention, let alone convincing them to prioritize your issue above all of the other things they have to get done in a day. “Convenience” is a crucial strategy. Online participation, like online learning, is the most convenient form of citizen participation.

#2. Online discussion forums democratize community voices exposing new opinions and options to the light of day

Reserved people who usually don’t speak up can say as much as they like while “loud” people are just another voice and can’t interrupt.
Educationalist blogger, Lisa Nielsen, observes that:

“Students in online environments enjoy the equity in the ability to share thoughts and ideas. No longer is it just the student in the front of the room or the one with the loudest voice who is heard. When learning online the playing field is leveled and opportunities are in place such as commenting on posts, videos, and student work or participating in discussion forums. These environments provide students with varied opportunities to share their thoughts and ideas.”

In discussing the direct application of online discussion forums to citizen engagement practice, Vincent Price, writes in chapter 1 of Online Deliberation: Design, Research and Practice, that:

“The quasi-anonymity and text-based nature of electronic group discussion… might actually reduce patterns of social dominance. Studies demonstrate that online discussions are generally much more egalitarian than face-to-face encounters, with reduced patterns of individual dominance and increased contributions by low-status participants.”

and

“Group decision-making experiments generally indicate that online discussions, relative to face-to-face group meetings, generate more open exchanges of ideas, suggesting considerable utility for deliberative work.”

While not everyone agrees with this sentiment, it has been our observation that provided the online forum is careful moderated, they are almost always at least as constructive as public gatherings, if not more so. We have seen this phenomenon play out repeatedly on many of our client sites.
The main “leveling” benefit for me is the “democratization” of the thoughts, ideas, suggestions, value statements etc that occurs through anonymity. In theory, all views should be seen as equal, with their merit tested against the logic of the argument. However, as we know, in reality, all animals are equal; except pigs, which are more equal. The power attached to the position of the speaker can often overwhelm the logic of an argument. Divorcing the comment from the commentator through the anonymity of an online forum removes this power. Similarly, a person who would usually feel dis-empowered suddenly has nothing to fear from their debating partner.
The interpretation of the discussion thus becomes all about the “text” and the merits of the line of argument, rather than about the personalities involved.
We have seen this happen over and over again. But my favourite story concerns an online discussion about changes to local bus timetables. Two participants in the debate were a retired man in his late 50s or early 60s, and a usually taciturn twelve year old girl. The protection offered by her anonymity gave the girl the freedom and courage to speak her mind despite attempts by the older man to talk down to her.
The discussion below is part of a much larger debate about horse culling in national parks in Australia’s Snowy Mountains national parks. It provides another example of a young person holding their own in an online debate. Perhaps they would have done the same in a face-to-face environment, perhaps not.

youngconservationist 26 Sep 2014, 02:26 PM
I am very concerned about allowing a small number of very loud people to clog this debate. National Parks have clear definition (at end), that preclude horses or other feral animals being allowed to run free and trash the place. Horses belong on farms, and in Mongolia. This issue should not even be up for public comment, control of feral species its obligated under environmental law, and international agreements. The vast majority of Australians supported National Parks been established across this country. If you want to delist these parks and make them horse paddocks, then we need a national vote. Otherwise horses have no place here, or in any protected area in Australia. Definition: “Large natural or near natural areas set aside to protect large-scale ecological processes, along with the complement of species and ecosystems characteristic of the area, which also provide a foundation for environmentally and culturally compatible spiritual, scientific, educational, recreational and visitor opportunities. Primary objective To protect natural biodiversity along with its underlying ecological structure and supporting environmental processes, and to promote education and recreation.”
Donna 26 Sep 2014, 03:41 PM
Thankfully for those of us among the “small number of very loud people”, we live in a democracy and as such, need no permission to take part in a public debate. You appear to be confused that the intent of these discussions is to take all aspects of the issue into consideration, and all views, culminating in a management plan to ensure horses aren’t allowed to “run free and trash the place”. It’s unfortunate you choose to believe only one side of the issue should be heard or listened to.
youngconservationist 26 Sep 2014, 04:14 PM
Its about National Parks which has clear definitions, no beliefs required. The only discussion should be about how to control impact of horses.

#3. Online discussions are documented verbatim for posterity, analysis and reuse

Unlike unrecorded verbal conversation, online discussion is lasting and can be revisited and reinterpreted for answers to different questions using different analysis techniques using analytical packages like Nvivo.
The a-synchronous nature of the forums means that it is not uncommon for hours, days or, on occasion, weeks to go by between comments within a particular discussion thread. This “time lapse” approach to discussion does nothing to lessen the value of the individual contributions.  In contrast a verbal conversation inevitably moves on and it can be difficult to take the conversation back to an earlier point.
A number of years ago we were asked to host a site to engage Australian’s who were either living with, or caring for someone with, a disability. The site consisted of a discussion forum with a number of topics about the technicalities that should be addressed through the legislative process, along with a story sharing area for people to share their personal experience of what it was/is like to live in Australia with a disability. This is one of those stories.

I Wish My Son Had Cancer….
I can almost hear the gasps and you all shaking your heads as you read this but I don’t care. It is true…I wish he did.
For nearly 17 years he has been through almost every type of test, scan and has had so many procedures and surgeries that I gave up keeping count long ago. Trying to keep him healthy has been a constant and a sometimes impossible goal. A good year is usually followed by a disastrous one and sometimes they have all blended together into a swirling blur. I try to keep his brothers and their interests a priority but sometimes they’re not. As for me and my husband….that is also something that has altered and bent and is somewhat more of a habit than anything else.
….
We get very little respite and there are definitely no nurses or support staff to coordinate his care and our lives.
Most of what we know we had to find ourselves and on a bad day it is all too hard. And he will never be cured….no chance. Oh, and would you believe that every couple years we have to fill out a mountain of paperwork and go to see all his doctors to prove that he is still disabled!
So yes I am angry, frustrated and upset because what does he have to do to be heard? How much more do you want him to go through? How many more times does he need to lose control of his bowels in front of his classmates, friends, girls and strangers before someone says enough! But he doesn’t complain just chooses to stay at home and watch tv in his room instead of going out.
And we all wait with him while someone, somewhere decides that he really isn’t as important. He doesn’t complain, he can’t be fixed so he can wait a bit longer.
So think about it and don’t condemn me for wishing that my son had cancer…..

Yes, this story could have been shared verbally in a workshop or public meeting, but how much more powerful is it now that it has been written down and can be shared over and over again to ground a theoretical conversation about disability insurance.

Using online forums as a conversation documentation tool is one of the key benefits our clients gain from online engagement processes. That the comments are captured verbatim and can be downloaded, archived and made readily available to the public or for analysis purposes presents enormous analytical, administrative, governance transparency benefits, as well as significant cost savings.

#4. A-synchronous online discussion forums encourage deeper reflection than fast paced f2f processes

Participants don’t have to contribute until they’ve thought about the issue and feel ready.
Research into the use of online discussion forums by University students has found that they:

“…provide expanded opportunities for students to share their thinking with each other and the instructor. Consistent with existing research evidence, these results confirm that reflective thinking cultivates meaningful interactions in online discussion forums. These results are important [because earlier research]suggests absence of reflection in face-to-face classrooms compared to online discussions.”

My sense is that this is one of the key benefits from a methodological viewpoint of using online engagement systems. Overwhelmingly, the comments that we see are of a very high standard in terms of the value of the qualitative data. They are what I would have described as “rich” data in my University days. The quality and nature of the discussion ranges from discussion, through debate to constructive dialogue.
In an article largely critical of online discussion forums as public policy engagement tools, the authors found that:

Arguably the most challenging of our findings for those who wish to design effective online engagement strategies is that, even if we accept that there was a modest change [eds. note: Which there was.] in preferences among strong compliers, this change was not driven by increases in knowledge acquired from the background materials provided, but rather by observing the posts of others or simply being asked to reflect on the topic.

I find it passing strange that the authors are (1) surprised by this finding, (2) at all concerned by it, and (3) begin their research with an expectation that “preference change” is the objective of the engagement process.
It is no surprise at all to me that the forum participants preferred to learn through “dialogue” than through reading public policy documents, however well written or pithy they might be. They are tedious by nature. Chatting with other interested participants, on the other hand, is socially compelling, entertaining and engaging. Peer learning is to be expected in this context. If a group of citizens were brought together for a public workshop they are more likely than not learn from each other and through discussion with subject matter experts in the room. They are very unlikely to have read long policy documents (unless they are involved in a very deep engagement process like a citizens jury), and the subject matter experts would not expect them to have done so. It isn’t their job.
With the right design of both the forum software and the policy content, it is relatively easy to put that content in front of the forum participants – for example, in the form of video, slideshows, images etc.  This discussion about protecting the high country of Australia is a great example. Well managed forum facilitation by knowledge based facilitators is a simple solution to provide relevant policy content in context during the discussion, rather than expecting individuals to go offline to read.
My third objection to the researchers statement is their assumption that the success of an online forum should be judged by whether, and to what degree, the participants have changed their positions. Some years ago I blogged about the tension between debate and dialogue in open democracies:

I recently stumbled across another compelling argument for embracing the more, lets call it rambunctious, aspects of online debate. There is a school of thought that argues that the idea that eventually rational consensus on controversial issues is possible – a belief that underpins deliberative models of democracy – is a dangerous illusion. University of Canberra journalism and Communications lecturer, Jason Wilson, writing on the ABC’s THE DRUM website, notes that political philosopher Chantal Mouffe argues that the radical pluralism of modern societies means that liberal consensus can only be imposed. Rather than seeking it, we should institutionalise and channel inevitable conflict in a way that allows us to be adversaries, not enemies, and in a way that reverses the long process of political disengagement in Western democracies:
“Far from jeopardising democracy, agonistic confrontation is in fact its very condition of existence. Modern democracy’s specificity lies in the recognition and legitimation of conflict and the refusal to suppress it by imposing an authoritarian order.”

In other words, debate, is of itself a very good thing in a free democracy, whether or not it leads to any form of consensus.

#5. Relevant content from the real world grounds online discussion

Online discussion forums provide a place for real life examples and experience to be exchanged.
Public policy can be very high brow and very distant from the reality of everyday lived experience. It can, therefore, be difficult for a regular member of the community to get their head around the issues. Grounding policy is “real life” is therefore a very useful part of the policy development process.
It is also quite common for members of the community to go into policy discussions with fixed views. Sometimes these views are based on personal interests, sometimes on myths, sometimes on personal history. In this context it is very useful to have ordinary everyday citizens to ground a conversation in reality. The comments below are taken from a very large discussion forum that asked community members to talk about whether dogs should be allowed on Sydney’s northern beaches. Anything to do with dogs is always particularly fraught, with dog owners tending to take up arms to protect little Rex’s interests against those who would restrict Rex’s adventures to the backyard. On the other hand, there always seem to be a large group of people who really don’t like dogs very much at all and will take up any line of argument to win their case.

Dave33 30 Mar 2011, 03:47 PM
Yes it is 2011, and I think we are capable of accommodating dogs between gates 1 & 3 mid – curly. Naturally during summer on weekends they would be restricted to before 8.30am and after 5pm. As I have observed there very few people on the beach in that area. The kids tend to be up the North or South Ends near the flags.  During weekdays I can’t see why they couldn’t be allowed all day as the beach in those areas doesn’t get crowded. What i would like to see is the general public pick up the rubbish ie broken bottles, food wrappers , cigarette butts. As they leave more rubbish than a dog.
Ron 10 Mar 2011, 08:39 AM
My only concern would be allowing dogs loose on popular beaches with lots of kids. Some kids misinterpret dogs playing as aggression and get a bit frightened. Keep them on the less popular beaches during the day. Maybe allow them on more beaches early and late in the day.
Dog poop on beaches could be a concern. However, my experience in other areas with dog beaches shows dog owners are self enforcing. When one owner sees another not picking up after their dog, they jump all over them. Guilt trips do wonders for the very few lazy owners. Dog owners realise that access is a privilege not to be abused.
daryanx 27 Mar 2011, 09:31 PM
This is one of the most rational statements that I have seen on this site. Great to see
Bass not Carp 29 Mar 2011, 11:38 PM
Geese Ron I wish those same self enforcing owners would go up to Tania Park or behind CurlCurl occasionally both spots are a disgrace.
Karen G 31 Mar 2011, 04:20 PM
Ron is totally correct about the responsible owners policing the irresponsible. From time to time I see a dog owner pretending not to notice their dog going to the toilet, and I always offer them, in a friendly way, a plastic bag (which I always have on me). I also pick up stray poos if I see them because sometimes even responsible owners might miss one and I figure if I do it for someone, maybe someone will do it for me as well.

#6. Online discussion allows each participant to make a choice about the quality and quantity of their participation

A quick question or comment, or a long reflective account are equally possible.
One of the contemporary obsessions (in my view) of citizen engagement practitioners is often the need to involve participants in deep, rich and therefore time consuming conversation about issues. This presents an enormous barrier to entry for the vast majority of the population. In contrast, the vast majority of visitors to our client’s sites leave one, two or three comments. A smaller group might leave ten or fifteen comments, and a very small group indeed leave over 50 comments. Many of the comments are very short, partly by necessity if they are responding to other forum members and partly by choice if the author feels that they can say all they have to say in just a few words.
Way back in 2010 I put together a conference paper and presentation titled Getting More People Involved: Keeping More People Involved. As part of the preparations, I put together the slide below that that mapped the number of comments by each individual account holder on one of our client’s sites at the time. The y-axis records the number of unique comments by and individual participant. The x-axis maps the individual account holders. The graph shows that while one participant had left 450 comments (!), just ten had left more than 100 comments, and the vast majority have left less than a handful.

The second chart below maps the percentage of participants leaving between 1 and 100+ comments. Just 0.19% of participants left more than 100 comments, 0.34% left more between 50 and 99 comments, 2.32% left between 10 and 49 comments, 4.04% left between 5 and 9 comments, 5.1% left three or four comments, and 19.74% left just one or two comments. [Eds. note: If you’re wondering want the rest of the account holders did, some may have voted for or against particular comments, but not left a comment of their own, others may have registered to use a different feedback mechanism or simply to receive email notifications about projects.]

The clear message here is that most people have a little to say; while just a few people have a great deal to say. And that’s okay.

#7. An online community may arise organically from an online discussion if the context is just right

Over time online discussion forums may develop into a supportive, stimulating communities.

We have seen this happen in only a few instances where an issue has been “hot” enough in a community to drive repeat visitation to the forum by a number of participants. It is not unusual to see one or two participants heavily involved in a forum, it is much less common to see ten or twenty participants repeatedly returning to dialogue and debate the topic. On one occasion when the community were aware that the forum was closing on a certain date, we saw a number of comments from members thanking each other for the opportunity to converse and the quality of the contributions.
Anna Buss and Nancy Strauss, authors of the online community handbook state that:

“Successful online communities don’t just happen by themselves. They’re the result of a carefully executed strategy, solid design and patient nurturing.”

While I generally agree with this statement, particularly in the case of online business communities, it isn’t always so. Just occasionally, online communities emerge from discussion forums completely organically, and in at least one case that I’m aware of, completely accidentally.
A few years ago I met over coffee with a State government bureaucrat to chat about online engagement. As we we were talking he told me a story about website that had been set up to support the government’s problem gamblers program. The site was built on a simple WordPress template. Someone, it turned out, had accidentally left “comments” switched on at the bottom of each page. So, rather than being a simple information source, the site was effectively a series of discussion forums.  People soon found the site and started sharing their stories about living with gambling addiction or with a family member with a gambling addiction. This all occurred without anyone inside the organisation having the foggiest idea that anything was going on. No one was moderating. No one was facilitating. The community simply took the opportunity and ran with it.
In general there are seven preconditions for a successful online community:

• A (untapped) niche topic
• A strong and lasting purpose
• Enough interested people to overcome the 90-9-1 rule
• A clear motivator to participate
• An ongoing promotional strategy
• Enough people, time and money to keep it going
• Time to grow

In the case of the example above, none of these conditions applied. The opportunity to share important personal stories was enough.

#8. Flexible boundaries around online discussions allow lateral opportunities to arise

You can never predict where the discussion will go; the unexpected often results in increased incidental learning.
This is the case for online citizen engagement as much as for online classroom learning. We have seen organisations surprised repeatedly by the issues that their community is actually concerned about rather than the issues they believed their community should or would be concerned about. It is not uncommon for policy officers beavering away in their cubicles at work to come to believe that their personal passion (obsession) is, or should be, of similar import to everyone else. Needless to say, this is rarely the case, and online engagement can be a good reality check.

Online Degrees

Drexel University began offering online degrees as an option for students in 1996. As a university with a strong background in technology and research, Drexel Online offers a more innovative approach to learning than other online colleges. Our online college degree programs are backed with the experience of being a leader in education for more than 115 years.
Drexel's accredited online degree programs are designed for professionals who want to complete or advance their education at an online college without compromising quality. Drexel University's online degree programs, master's degrees, bachelor’s degrees, and certificate programs, offer the same accredited curricula as their on-campus equivalents and are competitive with other colleges.
Drexel Online offers a convenient way to earn a reputable, accredited degree or certificate, with no career interruption, commuting or fixed class hours. Our quality programs and online learning method ensure that you will learn and enjoy your education experience.

UK PM looking to outlaw encrypted online communication

United Kingdom Prime Minister David Cameron will move to outlaw forms of digital communication that cannot be read by law-enforcement and intelligence agencies if he wins the next general election.
Such a move could see messaging platforms that encrypt their data, including apps such as WhatsApp and Snapchat, along with Apple's iMessage and FaceTime, blocked under the proposed legislation.
Cameron said at an event in the East Midlands on Monday that such a move would be "absolutely right" for a modern liberal democracy, reported The Independent.
"In our country, do we want to allow a means of communication between people, which even in extremis, with a signed warrant from the home secretary personally, that we cannot read?" said Cameron. "Up until now, governments of this country have said no, we must not have such a means of communication.

"That is why, in extremis, it has been possible to read someone's letter. That is why ... it's been possible to listen in to someone's telephone call. That is why the same has been applied to mobile communications.
"But the question remains, are we going to allow a means of communication where it simply isn't possible to do that? My answer is no, we are not. The first duty of any government is to keep our count and our people safe," he said.
The comments follow Cameron's pledge to introduce legislation dubbed the "snoopers' charter" following the unity march in Paris on Sunday, held in the wake of the Charlie Hebdo attack by Islamist terrorists in the city on January 7.
"The attacks in Paris once again demonstrated the scale of the terrorist threat that we face and the need to have robust powers through our intelligence agencies and security agencies and policing in order to keep our people safe," said Cameron. "And the powers that I believe we need, whether on communications data or on the content of communications, I'm very comfortable that those are absolutely right for a modern, liberal democracy."
Just a day after the Charlie Hebdo attack, the head of MI5, Andrew Parker, reiterated the importance of communications interception in the fight against terrorism, and cautioned that changing technology is making it harder for agencies to keep tabs on such communications.
"Interception of communications, which includes listening to the calls made on a telephone, or opening and reading the contents of emails, form a critical part in the Security and Intelligence Agencies' tool kit," said Parker in a speech to the Royal United Services Institute in London on January 8. "Changes in the technology that people are using to communicate are making it harder for the agencies to maintain the capability to intercept the communications of terrorists.
"Wherever we lose visibility of what they are saying to each other, so our ability to understand and mitigate the threat that they pose is reduced," he said.
Cameron suggested that although the UK parliament had legislated recently on communications data, that legislation would fall away automatically in 2016, and the government would have to legislate again at that time.
In July, Britain's parliament voted in favour of emergency legislation to allow police and security services to continue accessing internet and mobile phone data, despite a ruling in April by the European Court of Justice that existing data-retention laws across Europe breached citizens' rights to privacy.
Civil liberties campaigners have criticised the Bill as being intrusive, saying it could infringe on privacy rights.
However, Cameron said that the potential introduction of legislation to safeguard against forms of digital communication that cannot be read by law-enforcement bodies would be introduced with a reasonable amount of oversight around what information agencies could access under the scheme.
"Let me stress again, this cannot happen unless the home secretary personally signs a warrant. We have a better system for safeguarding this very intrusive power than probably any other country that I can think of," he said.
Despite Cameron's assurances, Labour's Shadow Home Secretary Yvette Cooper said in a statement that any new legislation would have to be balanced with appropriate oversight mechanisms.
"The capabilities of the intelligence agencies and law enforcement must keep pace with changing and emerging technology. So too must the oversight arrangements," said Cooper. "With proper warrants in place, the agencies need to be able to continue to be able to look at the content of communications of those feared to be plotting terrorist attacks. And there must continue to be safeguards to protect innocent people's privacy."

List of Free Online Communications Courses and Classes

See our list of the top free online communications courses. Learn about what courses are available and what topics they cover to find the course that's right for you.

Communications Classes Online for Credit

If you want college credit for an online communications class, it's going to cost money. Study.com's online video library saves you money, with one low membership fee for as many courses as you want to study. You can prepare for credit-by-exam tests to transfer your credit to hundreds of colleges.

• Public Speaking prepares you to research your topic, organize your speech, listen critically to others, and deliver your speech on the big day!
• This Workplace Communications with Computers course prepares you to be professional with online writing tools and to use visuals effectively in your presentations.
• College Composition is the course you want for lessons on essay writing and essay revision.

Online Non-Credit Communications Course Information

Several colleges and universities offer free courses online that cover communication theory, media and skills in a variety of contexts. The types of study materials available online vary by school and course. The classes are not offered for credit, and students are able to work independently. Classes are available at the undergraduate and graduate levels of study.

African Virtual University

• Education Communication

Education Communication covers a variety of communication theories and models related to communication between teachers and students in the classroom. Students are exposed to the work of various communication scholars on interpersonal and mass communication to help improve teaching and learning. The course consists of online written lessons with glossaries of key terms, learning activities, a bibliography and links to readings.

Massachusetts Institute of Technology (MIT)

Undergraduate Courses

• Information and Communication Technology in Africa
• Management Communication for Undergraduates

Graduate Courses

• Argumentation and Communication
• Communication for Managers
• Communication Skills for Academics
• Planning, Communications and Digital Media

MIT offers several OpenCourseWare options in communications at the undergraduate and graduate levels, which typically offer syllabi, a list of texts, additional links to readings, lecture notes and assignments. Information and Communication Technology in Africa provides case studies and projects that focus on communication policy in Sub-Saharan Africa. Management Communication for Undergraduates may help aspiring managers become more effective presenters, interviewers, listeners and team leaders.
Argumentation and Communication is a graduate-level class providing varied readings and analytical writing assignments. Among the topics students encounter are the components of arguments, drafting effective memos and evaluating graphics. The Communication for Managers class is designed to prepare graduate students for leadership positions by improving communication and presentation skills.
Communication Skills for Academics is directed toward Ph.D. candidates to help them develop skills specific to success in academia, like writing effective conference papers or manuscript peer reviews as well as presenting conference papers. In Planning, Communications and Digital Media, graduate students develop a Web-based portfolio as they investigate how planners can use electronic visualization tools and other digital media to analyze and mobilize communities.

The Open University

• Communication, Management and Your Own Context
• Diversity and Difference in Communication

The Open University, based in the United Kingdom, offers distance education courses and degree programs. The school makes many of its course materials available online through its OpenLearn and LearningSpace sites. Students may develop communication skills through a variety of available course units, which vary in length. By registering, which involves no cost, students may participate in learning forums.
Communication, Management and Your Own Context, for example, is an 8-hour unit for advanced learners who may be contemplating an MBA program. Through printable lessons, this course provides activities designed for learners to develop oral and written business communication skills. The 16-hour introductory unit, Diversity and Difference in Communication, focuses on communication in health and social services. Through a variety of printable readings and suggested activities, students investigate how identity, ethnicity, disability and gender factor into communication.

University of Massachusetts - Boston

• Using Internet Communications

Using Internet Communications is a course in which students apply communication theories and models to different forms of digital communication. The object of the course is to improve interpersonal, group or public communication in multimedia, discussion forums and online meetings, among other forms of online communication. Course materials include a syllabus with a short reading list, a course schedule with links to additional readings, an assignment list and discussion topics.

University of Michigan

• Patient Communication Skills

Patient Communication Skills is designed for dentists and other healthcare providers who want to improve their communication skills with patients. Students have access to online videos and text documents that focus on strategies, examples and methods to improve communication in the healthcare setting. The course covers listening skills, cross-cultural communication and patient interviewing skills, among other topics.

Online Bachelor's Degree in COMMUNICATION

Get the effective communication skills you need in today’s global society. You'll learn a variety of messaging techniques and communication best practices.

You have a way with words, and you can get a clear message across, so why not use your talent to master communication, an essential skill vital to any organization’s overall success? Learn oral and written communication, mass communication, new media, public relations, technical writing, and the skills you need to be an effective communicator for an organization.
As you earn your online bachelor's degree in communications, you will gain a knowledge base of critical thinking and strategic communication skills that apply to everyday business life. You'll also explore interpersonal, intercultural, and organizational communication; evaluate diversity, as well as the ethical and legal affects on communication; and learn to create communication pieces to send out to audiences.

Cost

We understand the sacrifice needed to invest in your education, so our promise to you is an affordable education with low tuition rates, no out-of-state tuition, and tuition guaranteed not to increase for as long as you are enrolled. Find out how you can earn your online bachelor’s degree in communication without breaking the bank.

Schedule

Communication is key, so unlock your success story. With 100% online classes, you work and study when it’s most convenient for you.

Specializations

Stand out in your field. Choose a specialization, and form a deeper understanding of a specific topic related to your career goals. Choose from specializations in everything from marketing to project management and homeland security to public administration.

Online Communication Bachelor's Degree

Overview

Communications and journalism are consistently popular as undergraduate majors, attracting about 6 percent of students, according to a report from the Center on Education and the Workforce at Georgetown University.
A communications degree program prepares students for a variety of career options – think advertising, media, public relations and marketing – so it’s not hard to understand its popularity.
In an online communication bachelor’s degree program, students can hone their writing, speaking, critical thinking, technology and people skills. They may also be able to concentrate their course work in a particular subfield of interest, such as emerging media or business communication

ourse Work

Example courses
Introduction to communications
Applied interpersonal communication
Research methods in communication studies
Conflict management
Persuasion and social influence
Media and society
Tools for the digital age

Core courses
Core courses in an online bachelor’s degree in communication program cover topics including:
• Public speaking
• Media writing
• Persuasion
• Intercultural communication
• Organizational communication
But course work goes beyond the written and spoken word. Students can also take courses in digital media, research methods, theory and ethics, and media law.
Specializations
Core course work within most online communication bachelor’s degree programs is fairly broad, so many programs allow students to focus their studies in a variety of subfields. Concentration areas include:
• Public relations
• Emerging media
• Journalism
• Marketing
• Business and organizational communication
In an emerging media concentration, for example, students can learn about the newest technologies being used to communicate. Course work may include classes in Web design, multimedia development, electronic publishing and computer graphics.
In a public relations concentration, students will learn how organizations communicate effectively with their audiences. Classes may include strategic communication, campaign planning, crisis communication and social media strategies.
Internship experience
Internships allow students to explore careers and gain work experience, but they are generally not required to obtain an online degree.

 

Craft messages that move business forward in a mobile, multi-screen world

Communication is at the forefront of everything — especially business. It holds the power to inspire change, promote ideas, influence behavior, and build momentum.
Franklin University’s Communications Major equips you to shape, lead, and execute integrated communications plans, strategies, and tactics through a variety of mediums including print, digital, and social media. Jobs in this fast-growing career field are expected to increase by 15% between 2012 and 2022.¹

Learn how to reach audiences and inspire others to act

Throughout your coursework, you’ll engage in real-world professional practices such as communications planning, audience research, and message development. You’ll also learn how to reach and inspire others to action, collaborate in business-like work groups, and align business objectives within a mobile, multi-screen world.
Our course curriculum is broad-based, emphasizing ethical, collaborative, and creative communications; which means at the completion of your degree program, you’ll be well prepared to deliver strategic communications programs, create targeted messaging for all types of outlets including blogs, websites, and social media, and develop comprehensive campaigns for internal and external audiences.

Create an e-portfolio that showcases your credentials

You’ll also build a showcase of formal and informal work in the form of an e-portfolio, learn new technologies such as Adobe® Photoshop and WordPress, and be introduced to professional networking opportunities through organizations like the International Association of Business Communicators (IABC), National Communication Association (NCA), and Public Relations Society of America (PRSA).

Customize your degree program to meet your career goals

With Franklin’s Communications Degree Program, you can tailor a rich set of electives to suit your individual interests and goals. Choose from a wide variety of flexible options including marketing, eMarketing, writing, public relations, psychology, human resources management, and more.

Earn your degree from a university built for busy adults

Earn your degree on your terms by taking classes 100% online or pursue available coursework at one of our Midwest locations. Regionally accredited and nonprofit, Franklin was built from the ground-up to satisfy the needs of adult learners. Our seamless transfer process and team of academic advisors will help ease your transition to becoming a student, while our flexible course schedules help to balance your education with work, family, and life. Get started on your future today!

Online Degree in Communications

Is an Online BA in Communications Right for You?

Learn about the tools and techniques you need to masterfully get your message across while effectively using emerging technologies with an online Communications Degree.
Employers often cite good communication skills as one of the most critical qualifications in a prospective employee. Our online Degree in Communications, with its emphasis on communication theory and industry-specific concepts, will help you strengthen your ability to communicate effectively with co-workers, clients and the general public.
This BA in Communications online program offers related concentrations and various elective options. You will gain a variety of communication, computer and graphic design skills to help prepare you for careers in management, advertising, media, communications, public relations and more.
Contact us to learn more about the SNHU difference.

Why an Online Degree in Communications
at SNHU?

As a private, nonprofit, accredited university, we focus on ensuring you obtain the skills you need to succeed.  Whether you enroll in the BA Communications Degree online or on campus, you will benefit from all SNHU has to offer:

• Learn communication theory and industry-specific concepts that help build your public speaking, presentation and interviewing skills.  
• Quality education at one of the most affordable tuition rates available.
• Course work in many areas of the field, gaining experience with business communication, graphic design and public relations. 
• High-quality instruction from our English Department faculty.
• Professors and instructors who are actively involved in their student success.
• Accredited by New England Association of Schools and Colleges.

You also have the option of tailoring your degree to your interests with a concentration.

conflict & communication online

conflict & communication online ist eine mehrsprachige, referierte Fachzeitschrift von transdisziplinärer Prägung. Publikationssprachen sind Deutsch und Englisch. Kurzfassungen der Beiträge erscheinen jeweils in beiden Publikationssprachen. Ziel von conflict & communication online ist es, die Diskussion und den Austausch zwischen Forschenden unterschiedlicher Nationalität und Disziplinen zu fördern und durch kreativen Einsatz der Möglichkeiten, welche das Internet bietet, neue Qualitätsstandards zu setzen.
conflict & communication online ist eine Open-access-Zeitschrift. Die hier veröffentlichten Aufsätze sind unter der Creative Commons Lizenz BY-NC-ND (Namensnennung*, keine kommerzielle Nutzung, keine Bearbeitung) über die Website von conflict & communication online weltweit für die gesamte wissenschaftliche Community frei zugänglich.
Während das traditionelle Publikationsmodell den Publikationsprozess finanziert, indem es den Zugang zu den veröffentlichten Forschungsergebnissen einschränkt und von den Lesern eine Gebühr erhebt, arbeitet das Open-access-Modell mit einer von den Autoren zu entrichtenden Bearbeitungsgebühr. Diese Bearbeitungsgebühr, welche die gesamten Publikationskosten abdeckt, beträgt 6,00 € zzgl. MwSt pro SMS (= Standardmanuskriptseite á 1500 Zeichen inklusive Leerzeichen) und wird bei Manuskriptannahme fällig.
Um den Qualitätsansprüchen unserer Autoren gerecht zu werden, werden Manuskripte von Nicht-Muttersprachlern grundsätzlich einem language-editing unterzogen, wofür pro SMS zusätzliche Kosten in Höhe von 7,50 € zzgl. MwSt anfallen.
Vielen Autoren können die Publikationskosten ganz oder teilweise von ihrer Universität ersetzt werden. Kontaktieren Sie die Bibliothek Ihrer Universität, um darüber mehr zu erfahren. Wenn Ihre Bibliothek das Open-access-Modell nicht durch Übernahme von Publikationskosten unterstützt, kann eine reduzierte Bearbeitungsgebühr anwendbar sein.
conflict & communication online erscheint zweimal jährlich im berliner Wissenschaftsverlag regener. Jede Ausgabe der Zeitschrift ist etwa zur Hälfte einem Schwerpunktthema und zur anderen Hälfte freien Beiträgen gewidmet.

Communication

he Master of Arts in Communication offers practical and applied knowledge, taught by the social scientists who study effective communication and the practitioners who use it. Electives engage students by having them tackle real-life communication issues, develop usable communication skills, and build a strong portfolio. And industry experts bring real-world lessons, experience, and best practices to the classroom.

Please watch this recording of an online open house.  It’s in two parts:

1. For general information about the application process and financial aid:  Click here
2. For details about the MA in Communication program:  Click here

Also, please watch this video, which gives a tour of an online course.
The Johns Hopkins MA in Communication provides a cutting-edge curriculum that integrates digital technology with innovative strategic communication and strong writing skills. The program offers concentrations in public and media relations, political communication, health communication, digital communication, corporate/non-profit communication, and applied research in communication.
In our core courses, you’ll learn to conduct and read primary research to create powerful messages and design and implement the most effective communication campaigns possible. Combining best practices with what research shows is effective communication gives our Master of Arts in Communication graduates a competitive advantage in the workplace.
Students from anywhere can earn their MA in Communication on-ground or online. Those who live in the Washington metropolitan area can attend class on-ground at our Washington, DC center. Most classes take place on weekday evenings; a few occur on Saturday mornings. Our location is within walking distance from the Dupont Circle Metro stop, and reduced rate garage parking is available.
In addition, anyone around the globe can go online. Some students take all of their courses online, others are on-ground during one semester and online during another semester, and others mix on-ground and online during the same semester. Admission and course requirements for online are the same as that for on-ground. Students do not have to attend any courses, workshops, seminars, or other events on-ground. Students access their online courses through Blackboard on the web 24 hours a day and seven days a week.
The schedule is flexible. The MA in Communication degree requires at least 10 courses. Most students can start and continue their studies during the spring, summer, or fall. Those who work full-time can take one to two courses per semester, and those working part-time or not at all can take three to four courses per semester. Students can take up to five years to earn their degree; on average, they take about two years.
Dual MA in Communication/MBA
Interested in both communication and business courses? Learn about our dual MA in Communication and MBA degree.
Combined MA in Communication/Certificate in Nonprofit Management
Interested in both communication and nonprofit management courses? Learn about our combined MA in Communication and Certificate in Nonprofit Management program.

 

College of Liberal Arts and Sciences

As a BS in communication student, you'll have the opportunity to enroll in some of our communication electives, which are geared toward providing you with conceptual knowledge as well as practical skills to successfully manage communication issues in the context of contemporary workplaces. These courses cover a variety of topics, including business and professional communication; leadership, persuasion, and social influence; conflict and negotiation; intercultural communication in the global marketplace; the impact of gender, race, and class on communication; and training and development. We offer students foundational knowledge of communication theories and research methods with courses that will provide you with the tools to understand, analyze, and respond to communication problems and opportunities in a variety of contexts, including workplace teams and community, civic, and cultural groups.
As a graduate of this program, you'll be equipped to pursue a career in sales, human resource management, public relations, event planning, nonprofit management, and a host of careers in which critical thinking, statistics and research, and effective communication skills are central components. Others may choose to pursue graduate degrees in communication or related areas including law and business.

Master’s in Strategic Communication

Washington State University’s online Master’s Degree in Strategic Communication is designed for those who want to excel in advertising, public relations, corporate communication, and communication management.
Whether you have no training in strategic communication or are a seasoned professional, the degree will advance and energize your career. Our multidisciplinary approach:

• Offers expertise in new and traditional media, critical for today’s strategic communications
• Teaches students how to gather and analyze information and use those findings in creating communication campaigns
• Trains students, in the tradition of Edward R. Murrow, to create messages that are both strategic and responsible
• Includes weekly online instructor office hours, frequent student self-assessment tools, ongoing interaction with other students, and a cohort structure in which students go through the program with the same group

Multimedia skills

The master’s degree offers hands-on training in the most advanced platforms, tools and techniques. You will work closely with industry professionals and faculty to learn audio and video software, graphic design tools, new media and publication layouts. By the time you are finished, you will have created multimedia materials that are evaluated by peers and produced as portfolio-quality items stored online. This work is tailored to each individual career, or even your specific job needs.

Tuition and financial aid

For the latest tuition information, check this link (Please note that out-of-state tuition has been lowered to match in-state tuition.) Loans, grants and scholarships are offered through our Financial Aid Office.

Why The Edward R. Murrow College of Communication?

The Edward R. Murrow College of Communication is among the strongest graduate programs in the nation. In 2012, it was named one of the top 25 U.S. communication programs by NewsPro magazine. In 2010, the National Research Council rankings placed the Murrow College among the top 25 graduate programs in communication. Our clinical faculty remain active in their professional fields, which means you learn cutting-edge technologies and the best practices that give you a key advantage in the workplace.

Get started

Applicants will be evaluated by the Murrow graduate selection committee, which will require official copies of undergraduate transcripts, a cumulative GPA of 3.0 or higher, and a written statement of purpose. GRE scores are NOT required.
We are accepting applications until April 20 for the summer 2015 term. You will receive a decision from us within one week of your application.
To begin, see the WSU Graduate School website.