IMS(IP Multimedia Subsystem)作为下一代网络的核心网的标准架构,在IP多媒体应业务的开发方面,受到了越来越多的关注。本文在IMS呈现的基础上,实现了基于IMS呈现的社交网络管理系统(Social Network Management System based on the IMS...IMS(IP Multimedia Subsystem)作为下一代网络的核心网的标准架构,在IP多媒体应业务的开发方面,受到了越来越多的关注。本文在IMS呈现的基础上,实现了基于IMS呈现的社交网络管理系统(Social Network Management System based on the IMS Presence),它丰富了传统电信IMS呈现的业务能力,将手机地址本扩展为社交网络,丰富了好友间互操作,扩展了群组聊天。本文从业务角度出发,分析了IMS呈现的可扩展性,设计了基于IMS呈现的社交管理系统的架构和功能实体,详细阐述了系统功能实现的关键点,并实现了系统与媒体的接口,最后以单个用户操作、一对一好友操作和群组操作为例,具体实现了相应的功能。展开更多
This study aimed at comparing the level of social presence generated in a voice-based chat room and a text-based forum when learners tried to build personal relationships and form an online community for learning on a...This study aimed at comparing the level of social presence generated in a voice-based chat room and a text-based forum when learners tried to build personal relationships and form an online community for learning on an online language course in China. A mixed-method approach was taken for the study, drawing on data from questionnaires to find out about student perception of social presence, and postings of text messages and audio messages in the communication of the student learning process to search for students’ projected social presence in terms of affective, interactive and cohesive features. Interviews were also conducted to supplement additional information with the hope of forming a complete picture of social presence in the reality of an online learning environment. The text-based forum and the voice-based chat room were found to have a different impact on student social presence. In terms of student perception, most of them were more likely to get to know peers in the text-based forum and thus developed a sense of community in their learning process of the online course. Yet they believed that the voice-based chat room had the advantage of helping them with course learning. In the actual interaction, the voice-based chat room was more interactive although the text-based forum was more affective and cohesive. But in terms of the affective category, the problem with the existing framework in literature was that there were no prosodic features included. Therefore, in future more research is needed to probe for the relationship between prosodic sound features and social presence, and the present theoretic framework must be extended. In interviews, students explained that in the voice-based chat room prosodic features led to higher peer awareness, which further reinforced this need.展开更多
文摘IMS(IP Multimedia Subsystem)作为下一代网络的核心网的标准架构,在IP多媒体应业务的开发方面,受到了越来越多的关注。本文在IMS呈现的基础上,实现了基于IMS呈现的社交网络管理系统(Social Network Management System based on the IMS Presence),它丰富了传统电信IMS呈现的业务能力,将手机地址本扩展为社交网络,丰富了好友间互操作,扩展了群组聊天。本文从业务角度出发,分析了IMS呈现的可扩展性,设计了基于IMS呈现的社交管理系统的架构和功能实体,详细阐述了系统功能实现的关键点,并实现了系统与媒体的接口,最后以单个用户操作、一对一好友操作和群组操作为例,具体实现了相应的功能。
文摘This study aimed at comparing the level of social presence generated in a voice-based chat room and a text-based forum when learners tried to build personal relationships and form an online community for learning on an online language course in China. A mixed-method approach was taken for the study, drawing on data from questionnaires to find out about student perception of social presence, and postings of text messages and audio messages in the communication of the student learning process to search for students’ projected social presence in terms of affective, interactive and cohesive features. Interviews were also conducted to supplement additional information with the hope of forming a complete picture of social presence in the reality of an online learning environment. The text-based forum and the voice-based chat room were found to have a different impact on student social presence. In terms of student perception, most of them were more likely to get to know peers in the text-based forum and thus developed a sense of community in their learning process of the online course. Yet they believed that the voice-based chat room had the advantage of helping them with course learning. In the actual interaction, the voice-based chat room was more interactive although the text-based forum was more affective and cohesive. But in terms of the affective category, the problem with the existing framework in literature was that there were no prosodic features included. Therefore, in future more research is needed to probe for the relationship between prosodic sound features and social presence, and the present theoretic framework must be extended. In interviews, students explained that in the voice-based chat room prosodic features led to higher peer awareness, which further reinforced this need.
