Effects of instructions on computer-mediated communication in single- or mixed-gender small task groups

Abstract

This study extends recent studies of gender and computer-mediated communication (CMC) in work groups which found a pattern of relationships between group activity and gender composition that helps understand satisfaction and productivity. The following hypotheses are tested: (a) participants in groups receiving group development encouraging instructions will show higher levels of participation, group development, and satisfaction than participants in groups receiving standard e-mail etiquette instructions; and (b) across gender composition conditions, group development will be positively related to use of self-disclosure, opinion, and coalition building language, and inversely related to use of facts, argumentativeness, and coarse and abusive language. Generally, the first hypothesis was not supported. However, closer examination indicates that groups' “gendered” communication styles may have overridden the experimental procedure so this hypothesis may not have been adequately tested. The second hypothesis concerning the relationship between group development and use of specific communication patterns is supported. The ability of some participants to demonstrate successful socioemotional behaviors in the test-based CMC medium suggests the need to reexamine theories which propose that communication is determined solely by its medium. Rather than focusing on the characteristics of the medium, it might be more productive to focus on the characteristics of the communication to understand CMC in small task groups.