Computer-mediated Communication Systems Research Articles

Electronic Mail Dysfunction: A Reality Check

Computer-mediated communication systems, including electronic mail, are systems that businesses employ to improve efficiency, effectiveness, and communication within the organization. As use of these systems proliferate, it is crucial that the communication systems have a positive, rather than negative impact, on the organization. Negative behavior could include flaming and personal use of the electronic mail system. Much of prior research has examined the use of electronic mail in academic settings. Results indicate that flaming and personal use have a relative high incidence. However, is electronic mail dysfunction a consistent reality for both academia and the business world? This case study empirically examines the role of electronic messaging in business firms. Specifically, this research investigates the usage of inter-organizational electronic messaging in intermediate-size firms. Electronic mail messages were analyzed in a three-site case study. Results indicate that dysfunctional electronic mail uses such as personal use and flaming have minimal incidence in a business environment. Implications relate to organizational professionalism and the use of students as electronic mail research subjects.

Cooperative Work and Shared Visual Context: An Empirical Study of Comprehension Problems in Side-by-Side and Remote Help Dialogues

If the sharing of context is now widely acknowledged as a condition for successful communication, existing studies do not allow us to determine whether it is necessary to restore the maximum of shared visual information to obtain the best communicative performance. To address this issue, three help dialogue conditions distinguished by the range of shared visual information are compared. The analyses are focused on the comprehension problems raised by each condition. The results highlight that comprehension efficiency in help dialogues is not necessarily linked to the quantity of shared visual information. This study suggests two reasons for this observation: (a) Help requesters in remote help dialogues adapt the content of their requests to the effective amount of shared visual information, and (b) helpers adapt their interpretive strategies to the available shared resources. On the other hand, it is shown that the inability to visually share some specific task-related information strongly affects communication efficiency. Implications for the design of computer-mediated communication systems are drawn from these results.

The Effect of Computer-Mediated Communication on Agreement and Acceptance

This study develops and tests a model of relationships among computer-mediated communication systems (CMCS), group processes, and group outcomes. The group outcomes examined are agreement and acceptance. Agreement is the extent to which members of a problem-solving group hold similar views and solutions about the problem at the end of their task. Acceptance is the extent to which members of a problem-solving group acquiesce to the views and solutions of other members, while holding reservations about those views and solutions. The distinction between agreement and acceptance is important because members in agreement are more likely to support the implementation of their solution than are those who merely accept the solution. Based on a laboratory experiment, we find that socioemotional communication (both positive—showing friendliness and supportiveness—and negative—showing hostility and rejection) as well as task-oriented communication play important mediating roles between CMCS use and acceptance and agreement. The findings suggest ways to promote agreement through management intervention and CMCS design. In addition, our findings suggest some intriguing avenues for further research, such as the lack of symmetry between the effects of positive and negative socioemotional communication.

Manifestations of Quality Learning in Computer-Mediated University Courses

A prototype computer-mediated communication system was assessed for its capability to stimulate intellectual activity through mandating peer comments in graduate and undergraduate computer science classes. Measured against Bloom's Taxonomy of Educational Objectives, about half the total comments in two classes exhibited no evidence of classifiable intellectual activity. Of the remaining half, a positive correlation was found between number of characters and level of cognition exhibited by a comment, though exceptions were found at every level. A significant but weak relationship was also shown between cognitive level of comments and level of classes. The results suggest modifications to the computer-mediated communication system so that students more effectively engage in peer–peer assessment.

Impacts of Asynchronous Learning Networks on Individual and Group Problem Solving: A Field Experiment

An Asynchronous Learning Network (ALN) is a Computer-Mediated Communication System designed to support "anytime/anywhere" interaction among students and between students and instructors. A field experiment compared groups and individuals solving an ethical case scenario, with and without an ALN, to determine the separate and joint effects of communication medium and teamwork. Dependent variables include quality and length of the reports, and subjective perceptions of learning and satisfaction. The results indicate that that an ALN enhances the quantity and quality of the solutions to an ethical case scenario. The combination of teamwork with ALN-support increases the students' perception of learning. Although the perception of collaborative learning was similar between ALN-supported and unsupported groups, participants in computer-mediated groups reported lower perceptions of discussion quality than participants in manual groups.

A Computer-Based Graphics Course and Students' Cognitive Skills

This article began as I struggled with a phenomenon I could not understand, a delightful educational outcome that caught me unprepared. In the spring of 1993, after two and a half years of teaching visual communications and graphic design with old fashioned cutand-paste methods, I taught a design course in a computerized classroom for the first time. The students' projects were far beyond my expectations. While there were problems and imperfections, their design projects struck me as creative, risk-taking, and visually sophisticated. They went far beyond the level of previous students in non-computerized courses, and not merely in terms of the slickness of the laser-printed, color products. Since then, I have tried to discover why this and subsequent work was so good that it actually excites me. I have also tried to understand what kind of learning was going on in the minds of my students. Obviously, the computer was a variable, but I wanted to determine if there were other essential parts of the equation. In attempting to answer this question for myself, I have surveyed students in the course, reviewed the literature on computerbased education in journalism and mass communication, and - most fruitfully, for my own understanding and teaching practices - I have turned to three theoretical perspectives from educational psychology. While most of the literature on computerized pedagogy in journalism and mass communications comes from the social science perspective, this paper is an attempt to turn the discussion in the direction of educational theory in the belief that it has something valuable to say to both opponents and proponents of computerized instruction. It synthesizes my five years of experience in computerized instruction with three major theories: the seven principles of good practice in undergraduate education (Chickering & Gamson, 1991), the cognitive apprenticeship model (Collins, 1987), and Bloom's taxonomy of educational objectives (1956). While much of the discussion of computers has seen them as new technologies replacing older ones - processors for type writers, spread sheets for calculators, pixel manipulators for wet darkrooms - this article will consider them as tools for teaching and learning. It will argue that a complete integration of carefully designed computer experiences into a course - when coupled with sound educational theory and practice-engages students at the level of the higher cognitive skills. Research results A review of the research published in Journalism and Mass Communication Educator during the past 12 years reveals there is no consensus on either the value of, or the proper role for, computer technologies in our discipline. In more than 57 articles published between Winter 1986 and Spring 1998, the authors' assessment, of the value of computers ranged from mild enthusiasm to begrudging tolerance to disapproving skepticism. These were not simply opinionated commentaries or personal reports based on anecdotal evidence. Most of the articles were based on quantitative studies. They produced results that appear to be diametrically opposed. Several authors argued that computer technologies did not increase learning outcomes. Renfro and Maittlen-Harris (1986) found that increasing the time on the computer did not improve the writing of beginning journalism students. A study at Texas Tech University (Oates, 1987) concluded that word processing does not, in and of itself, encourage student writers to revise more extensively, especially the macrostructure of a text. Using a pretest-posttest design, Fischer and Grusin (1993) found writing performance was not increased by the use of grammar-checking software in a beginning news writing class. In a study of how effective a computer-mediated communication system was in supplementing a media law course, Smith (1994) found no significant difference in the final exam scores of students in on-line and traditional sections. …

Perceived Effectiveness of Computer-Mediated Communications and Face-to-Face Communications in Student Software Development Teams

A reorientation is occurring in higher education where course delivery using distance education (DE) creates the potential for programming students to participate in dispersed project teams. Computer-mediated communication systems (CMCS) are being promoted as a means of supporting DE, but findings from research in the business domain raise concerns about whether these will be effective when applied to student project teams. To study this issue, we conducted research in a Business Software Engineering course to learn what students perceive to be the most and least effective aspects of computer-mediated communications relative to face-to-face communications in supporting team projects.

Contexts of uninhibited online behavior: Flaming in social newsgroups on usenet

Recent research on uninhibited behavior in computer-mediated communication (CMC) systems have suggested that flaming is social-context dependent and not a media characteristic of CMC. This study takes a closer look at the social context in which flaming occurs, which need not necessarily be developed online but, as well, can be the social, religious, and political background and affiliations of the participants. The study analyzed messages posted during 1 week to 4 Usenet social newsgroups that represent different national and cultural groups. The levels of flaming in these groups were found to be higher than any reported in other studies. The findings show that the frequency of flaming differed between the newsgroups, and differed within newsgroups according to the general topic under discussion, confirming that social context and not the medium is the primary determinant of online uninhibited behavior. © 1998 John Wiley & Sons, Inc.

Virtual Teams versus Face‐to‐Face Teams: An Exploratory Study of a Web‐based Conference System*

ABSTRACTMany organizations are forming “virtual teams” of geographically distributed knowledge workers to collaborate on a variety of workplace tasks. But how effective are these virtual teams compared to traditional face‐to‐face groups? Do they create similar teamwork and is information exchanged as effectively? An exploratory study of a World Wide Web‐based asynchronous computer conference system known as Meeting Web™ is presented and discussed. It was found that teams using this computer‐mediated communication system (CMCS) could not outperform traditional (face‐to‐face) teams under otherwise comparable circumstances. Further, relational links among team members were found to be a significant contributor to the effectiveness of information exchange. Though virtual and face‐to‐face teams exhibit similar levels of communication effectiveness, face‐to‐face team members report higher levels of satisfaction. Therefore, the paper presents steps that can be taken to improve the interaction experience of virtual teams. Finally, guidelines for creating and managing virtual teams are suggested, based on the findings of this research and other authoritative sources.

Using online seminars to demonstrate the social psychological impacts of computer-mediated communication systems

This paper reports an evaluation of students' experiences when seminars were conducted asynchronously using a text-based computer-conferencing system. The primary aim was for students to experience and consider the effects of Computer-Mediated Communication (CMC) on inter-personal interaction. Specifically, students were encouraged to consider how an understanding of these effects could be used to inform the design and implementation of CMC systems. Students were also encouraged to think about the differences between users in communication skills and preferences and to consider how these impact on the use and perception of CMC. The results showed that students experienced some of the effects of CMC (e.g. flaming and more balanced participation) and 79% indicated that participating in the seminars had helped them to understand the potential impact of CMC on interaction. Also, individual communication differences significantly correlated with perceptions of the seminars. For example, extrovert students perceived the seminar discussions as less satisfying and less enjoyable than traditional seminars, while self-conscious students perceived the seminars as more involving. Some recommendations are suggested for conducting future computer-mediated seminars and for further research.

Stability, bistability, and instability in small group influence patterns.

Three models of change and continuity in group structure are tested using existing longitudinal data on 20 small groups. Groups met face to face or via a computer-mediated communication system for 13 weeks. Computer-mediated groups fit the robust equilibrium pattern best, with initial fluctuations in the influence hierarchy followed by a more stable structure that persisted despite changes in operating conditions. Face-to-face groups fit a bistable punctuated equilibrium pattern best, retaining their initial influence structure until an environmental cue triggered a shift. Contrary to die predictions of this model for radical change, adjustments were modest. Poor performance on tasks failed to trigger changes predicted by the adaptive response model, probably because outcomes were not very important to group members. When a number of persons have come together to form a group, their behavior never holds to its first pattern. Homans, 1950, p. 109 Lasting patterns can appear as early as the first few seconds of a group's life. Gersick, 1988, p. 33 Traditional models of group development—the patterning of change and continuity in group structure and behavior over time—propose that groups follow a fixed sequence of stages (Bales, 1970; Bennis & Shepard, 1956; Tuckman, 1965; Tuckman & Jensen, 1977; see Mennecke, Hoffer, & Wynne, 1992, for a review). These models typically presume a stable group composition and context and ignore external causes of change. Changes in group composition or other interventions are treated as externalities that disrupt the ideal path of development (Hill & Gruner, 1973). Yet most naturally occurring groups with an extended history experience temporary or permanent changes of membership and cope (or fail to cope) with other changes

Interpersonal Access Control in Computer-Mediated Communications: A Systematic Analysis of the Design Space

Certain design projects raise difficult user-interface problems that are not easily amenable to designers' intuition or rapid prototyping due to their novelty, conceptual complexity, and the difficulty of conducting appropriate user studies. Interpersonal access control in computer-mediated communication (CMC) systems is just such a problem. We describe a collection of systematic theory-based analyses of a system prototype that inherited its control mechanism from two preexisting systems. We demonstrate that the collective use of system and user modeling techniques provides insight into this complex design problem and enables us to examine the implications of design decisions for users and implementation. The analyses identify a number of weaknesses in the prototype and are used to propose ways of making substantive refinements to improve its simplicity and appropriateness for two tasks: altering one's accessibility and distinguishing between who can make what kinds of connections. We conclude with a discussion of some critical issues that are relevant for CMC systems, and reflect on the process of applying formal human-computer interaction (HCI) techniques in informal, exploratory design contexts.

Acceptance and use of computer-mediated communication by information students

Current trends in information technology developments mean that computer-mediated communication (CMC) systems can be expected to become progressively more versatile, widespread and significant both for work and for education. All students and staff of the Department of Communication and Information Studies at Queen Margaret College, Edinburgh, have used CMC systemati cally for more than five years. This has made it possible to carry out detailed longitudinal studies of the impact of CMC on academic users, and of the value they derive from it. Results are presented here of a survey of student use, including levels and patterns of messaging as well as perceptions of, and attitudes towards, CMC activities. Despite rapid changes in technological capabilities, there appears to be some stability of reactions to CMC, with students particularly valuing administrative and course- orientated uses.

The messaging threshold in computer-mediated communication

This study examines the effects of text-based computer-mediated communication on group interaction. Fourteen four-person teams were trained to use a networked computer system to produce a sequence of written reports either face-to-face (FTF), or from separate locations using a computer-mediated communication (CMC) system. Results showed that CMC teams took longer to complete their work, but produced reports of equivalent quality to FTF teams. Comparisons of interaction processes revealed a shortfall of social-emotional reactions and task-oriented requests in CMC interactions, but an increase in ingroup-oriented exchanges. Results are interpreted as evidence of a messaging threshold in CMC, in which the decision to send a message depends on the urgency and relevance of the message in relation to the costs associated with its communication. Implications of this threshold for understanding social interaction in CMC groups are discussed.

Usage pattern and productivity impact of computer-mediated communication in a developing country: An exploratory study

For almost two decades, computer-mediated communication systems (CMCS) have been a major management communication medium in business organizations. This paper reports the findings of a case study of a large organization in Saudi Arabia. Data were collected from 136 CMCS users who have been using CMCS for an extended period of time. The results indicate that users exhibit high level of use of the CMCS. Generally, users view the CMCS as an important business communication medium. Almost one-third of the respondents notice a decrease in their use of other communication media while the rest observe no change. Communication partners were not limited to users' colleagues (same management level) but also included their superiors (higher management level). System-oriented contextual attributes including proper training, informative documentation, awareness campaigns, and good maintenance have emerged as the most important dimensions that may encourage or limit CMCS use. Also, users emphasize the importance of features as confirmation of receipts and message prioritization in CMCS. High levels of satisfaction and productivity impact are reported. The results provide useful insights into the management of CMCS organizations working in developing countries.

Piloting a new approach: making use of technology to present a distance learning computer science course

Teaching projects which make use of new technology are becoming of interest to all academic institutions in the UK due to economic pressure to increase student numbers. CMC (Computer- Mediated Communication) such as computer conferencing appears an attractive solution to higher education's 'numbers' problem, with the added benefit that it is free from time and place constraints. Researchers have discussed CMC from a number of different perspectives, for example Mason and Kaye (1989) describe a CMC system as a system of interactivity between tutors, students, resources and organizational structure. Steeples et al (1993) consider CMC in terms of group cohesion, modes of discourse and intervention strategies to stimulate and structure participation. Goodyear et al (1994) discuss the Just in Time (TT-Based) Open Learning (JTTOL) model in terms of a set of educational beliefs, role definitions, working methods and learning resources, together with a definition of infrastructure requirements for CMC. Shedletsky (1993) suggests that a CMC should be viewed in terms of an 'intrapersonal communication' model, while Mayes et al (1994) identify three types of learning which is mediated by telematics, that is, learning by conceptualization, construction and dialogue. Other researchers, such as Velayo (1994), describe the teacher as 'an active agent', and present a model for computer conferencing which neglects the social aspect of CMC, while Berge (1995) mentions the importance of social activity between students and the importance of the role of the moderator. From these accounts, there appear to be a number of dimensions which can be used to evaluate CMC. Not all researchers emphasize the same dimensions; however, this paper proposes that computer conferencing systems should be designed to encourage students to participate in all three of the following dimensions. These can be summarized as: (a) a knowledge dimension (includes domain and meta knowledge); (b) a social dimension; and (c) a motivational dimension. We will focus on the design and management of a conference M205-STILE, which was employed by the Open University's Computer Science department to supplement the teaching of an undergraduate course. The conference was structured into sub-conferences to take account of the above three dimensions and to facilitate students' computer-supported collaborative learning. This paper reports on the construction of the CMC environment, but more importantly how the three dimensions can be sustained through the role of a person whom we have called an Interactive Media Facilitator (IMF). This implementation is part of the 'Students' and Teachers' Integrated Learning Environment' (STILE) project.DOI:10.1080/0968776960040110

The Impact of User Satisfaction on Computer-Mediated Communication Acceptance

An increasing number of business organizations rely on Computer-Mediated Communication Systems CMCS to enhance management communication. After identifying the underlying factor structure of CMCS user satisfaction, this study tests a causal path model that examines the impact of CMCS user satisfaction on CMCS acceptance. A structural equation modeling approach LISREL was used to analyze data from 136 CMCS users who have been using CMCS for an extended period of time. Research measurements exhibit satisfactory levels of reliability, convergence, and discriminant validity. The results indicated that satisfaction, among other determinants of CMCS acceptance, accounted for the highest variation in CMCS acceptance. Several research and organizational implications are discussed.

Post-modern video

Digital video is no longer a special-purpose curiosity, but is an integral component of all emerging computer-mediated communications systems. Moving pictures, conferencing, entertainment systems, movie production, and video sequencing are some of the areas that have been influenced. Advances in digital representations of moving pictures are already responsible for important changes in our communications systems. Novel conferencing and entertainment systems made possible by compression are infecting home and work environments. Now, inroads are being carved into theatrical movie production, and new analysis techniques are making digital picture archives realistic and useful. Video sequence understanding has suddenly become a vital research domain, rivaling restoration and compression as a locus of interest. Applications in digital video range from digital libraries to surveillance and home television.

Constructing the Networked Organization: Content and Context in the Development of Electronic Communications

This paper presents a case study of the development of electronic communications in a changing organization with the aim of studying the complex relationship between content and context in the design and implementation of technological change in communications. The development of a computer-mediated communication system was followed over a period of four years during which time the participating organization expanded by acquisition and then reformed in conjunction with its neighbours in other countries into an integrated, “networked” organization in preparation for the creation of the Single European Market. The Actor-Network approach, which uses a network metaphor as a framework for understanding the relationship between content and context in technology design, is used to explore the co-construction of the new organizational form and the new communications system. We contrast this approach with traditional and other recently proposed approaches and conclude that the study of actor networks affords an opportunity to transcend the dualities between the technical and the social and between content and context that currently frame studies of electronic communications in organizations.

Information System Training, Usage, and Satisfaction

This study used a mail survey to explore the extent to which the hospitality industry employs various information technologies, including computer-mediated communication systems. In addition, we examined the relationships between users' perceptions of computer training and their reported satisfaction and usage of specific computerized information systems. The results indicate that: (1) hotel/motel size and chain-affiliation are related to information system complexity; (2) chain-affiliated hotels/motels provide less computer training, and less “in-house” training, than independents; (3) more training is reportedly provided for electronic cash registers than personal computers; (4) information system complexity is positively related to user satisfaction; (5) computer training is associated with higher levels of system usage and user satisfaction; and (6) user expertise is strongly related to system usage. Finally, we consider directions for future research and the implications of these findings for managers in the hospitality industry and beyond.