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The Social Impacts of Computer-Mediated Communication (CMC) on Chinese Teachers' Authority
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, Arizona State University, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This article describes how computer-mediated communication (CMC) has eroded the ancient relationship between Chinese students and their teachers. The lack of non-verbal cues and other characteristics of CMC have impacted both Eastern and Western classrooms. The reality of online flaming is analyzed from the socio-psychological and cognitive aspects; i.e., why flaming happens. What are the impacts on Chinese teachers' authority? How should educators and students work against these flaming incidents? It is suggested that The Chinese teacher's role needs to be redefined. Absolute teacher authority should be eschewed. Students should be encouraged to express their opinions.

Citation

Tu, C.H. (1999). The Social Impacts of Computer-Mediated Communication (CMC) on Chinese Teachers' Authority. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 343-348). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 16, 2019 from .

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