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Professional Communication, IEEE Transactions on

Issue 4 • Date Dec. 2003

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Displaying Results 1 - 16 of 16
  • Mediators of the effectiveness of online courses

    Page(s): 298 - 312
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (481 KB) |  | HTML iconHTML  

    A three-year field study of 17 courses, part of an undergraduate degree in information systems, compared the process and outcomes of three modes of delivery: totally online via asynchronous learning networks, traditional face-to-face courses, and sections using a mix of traditional and online activities. There were no significant differences in perceived learning by students associated with mode of delivery. Group collaboration and access to professors was perceived to be highest in mixed-mode sections, while convenience was rated highest in the distance sections. For online courses, there was generally a significant relationship between the hypothesized mediators (active participation, motivation, collaboration, access to the professor, and convenience) and perceived learning. Overall, the results of this study show that outcomes of online courses improved when professors structured them to support the growth of a learning community, by being available online to interact with students, and by using collaborative learning strategies. View full abstract»

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  • In pursuit of constructive criticism

    Page(s): 257 - 264
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (181 KB)  

    Practitioners and academics both are subject to and participate in frequent reviews, but these reviews often fail to provide useful results. This article illustrates problems with reviews, identifies common purposes for reviews, and presents recommendations for reviewers and review-seekers. View full abstract»

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  • Strange bedfellows: organic synthesis and essay-writing

    Page(s): 320 - 326
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (191 KB)  

    The article examines the processses involved in essay-writing by comparing it with the the process by which organic chemistry synthesis schemes are solved. In the process of writing an essay, the author uses knowledge of vocabulary, syntax, and discourse to creatively organize and then produce a paper. In the process of generating a synthesis, the chemist uses knowledge of structure, functional group reactivity, and reaction mechanisms to creatively organize and then produce a synthesis. Both the writing of an essay and the design of an organic synthesis are goal-oriented, nonlinear, recursive activities that lead to a product that is greater than the sum of the individual elements involved in its creation. View full abstract»

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  • Engineering and technology student perceptions of collaborative writing practices

    Page(s): 265 - 276
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (688 KB) |  | HTML iconHTML  

    Results are presented from an assessment of student perceptions of collaborative writing practices before and after taking an upper division professional writing class. While most of the classes introduced students to these writing practices, several did not. The assessment was both quantitative and qualitative. Whether or not they had prior experience in the classroom, all students generally reported that they are likely to seek out opportunities to use both peer review and collaborative writing processes once they enter the workplace. However, students who are exposed to these practices in a classroom setting are more likely to report that they intend to continue these practices in the workplace. View full abstract»

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  • As the case may be: the potential of electronic cases for interdisciplinary communication instruction

    Page(s): 313 - 319
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (344 KB)  

    The article examines the use of electronic cases which is characterized by the use of the Web to improve teaching and learning in professional communication techniques. The approach presented provides a learning environment (the case) in which students draw from and contribute to an interactive resource of artifacts, so as to become actively involved in the day-to-day practices of a group. Furthermore, students must (based on their understanding of the artifacts) identify, communicate, and justify a course of action for the continued development of the organization. In this sense, students move beyond analyzing and responding to a traditionally narrated, historical case and instead become immersed in the process of "making sense" and communicating in an effort to render the organization for a number of audiences. Because it is computer mediated, the case affords the opportunity for students to more readily interact with a greater volume and wider range of information than can be transmitted through traditional hard-copy case studies. View full abstract»

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  • Using Internet-based, distributed collaborative writing tools to improve coordination and group awareness in writing teams

    Page(s): 277 - 297
    Save to Project icon | Request Permissions | Click to expandQuick Abstract | PDF file iconPDF (1782 KB) |  | HTML iconHTML  

    The paper argues for using specialized collaborative writing (CW) tools to improve the results of distributed, Internet-based writing teams. The key features of collaborative tools that support enhanced coordination and group awareness are compared to existing writing tools. The first Internet-based CW tool, Collaboratus, is introduced, and its group features are compared with those of Microsoft Word. Next, theoretical propositions, hypotheses, and constructs are formulated to predict outcomes of distributed groups that use CW tools. A four-week-long synchronous-distributed experiment then compares the outcomes of Collaboratus and Word groups. Innovative measures show that Collaboratus groups generally experience better outcomes than Word groups, in terms of productivity, document quality, relationships, and communication, but not in terms of satisfaction. The results buttress the conclusion that Internet-based CW teams can benefit from specialized collaborative technologies that provide enhanced coordination, group awareness, and CW activity support. View full abstract»

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  • Rune Pettersson Information design: an introduction [Book Review]

    Page(s): 333 - 334
    Save to Project icon | Request Permissions | PDF file iconPDF (147 KB)  
    Freely Available from IEEE
  • Douglas K. Van Duyne, James A. Landay, and Jason I. Hong The design of sites [Book Review]

    Page(s): 335 - 336
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    Freely Available from IEEE
  • Yvonne Dittrich, Christiane Floyd, and Ralf Klischewski, Eds. Social thinking-software practice

    Page(s): 337 - 339
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    Freely Available from IEEE
  • Alan G. Gross and Ray D. Dearin Chaim perelman [Book Review]

    Page(s): 340 - 341
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    Freely Available from IEEE
  • Maris Roze and Simon Maxwell Technical communication in the age of the internet-fourth ed. [Book Review]

    Page(s): 342 - 343
    Save to Project icon | Request Permissions | PDF file iconPDF (146 KB)  
    Freely Available from IEEE
  • Dan Jones and Karen Lane Technical communication: strategies for college and the workplace [Book Review]

    Page(s): 344 - 345
    Save to Project icon | Request Permissions | PDF file iconPDF (148 KB)  
    Freely Available from IEEE
  • Author Index

    Page(s): 346 - 347
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    Freely Available from IEEE
  • Subject index

    Page(s): 347 - 351
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    Freely Available from IEEE

Aims & Scope

The IEEE Transactions on Professional Communication is a peer-reviewed journal devoted to applied research on professional communication--including but not limited to technical and business communication. It has been published since 1957 by the Professional Communication Society of the Institute of Electrical and Electronics Engineers (IEEE).

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Meet Our Editors

Editor-in-Chief
Saul Carliner
Concordia University