Theories Of Computer-mediated Communication Research Articles

The Rules of Virtual Groups: Trust, Liking, and Performance in Computer-Mediated Communication

Research on virtual groups reflects concerns about the development of trust and liking and about the performance of partners who do not see each other or work proximally. Previous studies have explored behaviors leading to subjectively experienced trust and/or liking, or trusting behaviors associated with group output, but have not linked behaviors, subjective affect, and output quality. Deriving principles from the social information processing theory of computer-mediated communication, this research identified and tested six communication rules for virtual groups. Employing a quasi-experimental procedure to maximize the variance in rule-following behavior, some distributed groups in a cross-university course were assigned to follow rules as part of their grades on group assignments conducted using computer-mediated communication from which messages were collected and later coded. Through self-reported measures of rule following and affect, results reveal correlations between each rule with trust and liking. Less consistent are the relationships between rule following, specific observed behaviors, and actual performance quality. Interpretations suggest that a powerful set of collaboration rules has been identified or that the mere following of any rules and norms reduces uncertainty and enhances trust in distributed work teams.

The Rules of Virtual Groups: Trust, Liking, and Performance in Computer-Mediated Communication

Research on virtual groups reflects concerns about the development of trust and liking and about the performance of partners who do not see each other or work proximally. Previous studies have explored behaviors leading to subjectively experienced trust and/or liking, or trusting behaviors associated with group output, but have not linked behaviors, subjective affect, and output quality. Deriving principles from the social information processing theory of computer-mediated communication, this research identified and tested six communication rules for virtual groups. Employing a quasi-experimental procedure to maximize the variance in rule-following behavior, some distributed groups in a cross-university course were assigned to follow rules as part of their grades on group assignments conducted using computer-mediated communication from which messages were collected and later coded. Through self-reported measures of rule following and affect, results reveal correlations between each rule with trust and liking. Less consistent are the relationships between rule following, specific observed behaviors, and actual performance quality. Interpretations suggest that a powerful set of collaboration rules has been identified or that the mere following of any rules and norms reduces uncertainty and enhances trust in distributed work teams.

All in due time: The development of trust in computer-mediated and face-to-face teams

This study examines the development of trust and cooperation in computer-mediated and face-to-face teams. Fifty-two, three-person teams worked on a mixed-motive task over a 3-week period using computer-mediated or face-to-face interaction. Results showed that trust started lower in computer-mediated teams but increased to levels comparable to those in face-to-face teams over time. Furthermore, this pattern of results also held for teams that switched from face-to-face to electronic media and vice versa. Content analysis showed that high levels of inflammatory remarks were associated with slow trust development in computer-mediated teams. The results challenge prevailing assumptions about how trust develops in distributed teams and suggest modifications to established theories of computer-mediated communication.

Beyond Bandwidth: Dimensions of Connection in Interpersonal Communication

Computer-mediated communication (CMC) is a keystone of computer-supported collaborative work. Current CMC theory utilizes an information channel metaphor in which media vary according to how well they afford the transfer of messages in the channel, i.e., bandwidth. This paper draws attention to a different aspect of communication argued to be equally important: a relation between people that defines a state of communicative readiness in which fruitful communication is likely. Drawing on research on instant messaging (Nardi et al., 2000) and face to face communication (Nardi et al., 2002; Nardi and Whittaker, 2003), as well as related literature, three dimensions of connection that activate readiness are proposed: affinity, commitment, and attention. These dimensions comprise a field of connection between dyads. A field of connection is conceptualized as a labile, multidimensional space in which the values of the dimensions vary according to the history of communicative activity. Affinity, commitment, and attention are constantly monitored, negotiated, and managed through social bonding, expression of commitment, and capture of attention. The management of fields of connection requires significant interactional work to sustain communication over time.

Gender, Language And Computer-mediatedCommunication

This research aimed to investigate gender and language in the context of educational computer-mediated interactions. As the use of online discussion groups in campus-based education increases, so does the need to investigate the impact of gender on language and communication styles in this context. It has been claimed that the lack of social context cues in computer-mediated communication (CMC) equalises participation, resulting in a more democratic environment than face-to-face communication. However, gender differences in power and language use have been found online. In total, 197 students (148 females, 49 males) participated in open-ended online discussion as an optional part of their introductory psychology module. Informed consent was sought from the online participants to download the electronic discourse for analysis using Atlas.ti 4.2. Participation and language use were analysed using a combination of quantitative and qualitative methods. A detailed coding scheme was developed during the pilot study that incorporated various linguistic, stylistic, paralinguistic and task variables. This coding scheme was used in subsequent studies and 699 messages from four studies were coded in total. Males and females were similar overall with regard to participation as shown by the total number of posts and mean number of words per post. However, gender-related patterns in language use and interaction styles were found. The results are discussed in relation to previous literature on gender and language in both face-to-face and computermediated contexts and in relation to the democratising theories of CMC. The implications of the results for the use of CMC in Higher Education will also be considered.

Deception in Computer-Mediated Communication

Computer-mediated communication on distance learning brings various effects on thelecturers and the higher-education students. Distance learning has been performed on campusesin Indonesia since the pandemic of Covid-19. This research aims to describe the students’deception via computer-mediated communication. Interpersonal deception and computer-mediated communication theories are chosen to analyze this deception phenomenon. Data were collected through questionnaires and distributed to students in Jakarta as the red zone of the pandemic ofCovid-19. The findings show the students tended to manipulate information before they deliver it tothe audience and to hide their identity or presence during the virtual classroom.

The Psychobiological Model: Towards a New Theory of Computer-Mediated Communication Based on Darwinian Evolution

This article reviews theories of organizational communication with a special emphasis on theories that have been used to explain computer-mediated communication phenomena. Among the theories reviewed, two—social presence and media richness—are identified as problematic and as posing obstacles to future theoretical development. While shortcomings of these theories have been identified in the past, some of these theories' predictions have been supported by empirical evidence. It is argued that this theoretical dilemma can be resolved based upon principles derived from a modern version of Darwin's theory of evolution by natural selection and the application of those principles to the understanding of human evolution. A new theoretical model called the psychobiological model is developed, which predicts variations in cognitive effort in computer-mediated collaborative tasks. The model proposes that there is a negative causal link between the “naturalness” of a computer-mediated communication medium, which is the similarity of the medium to the face-to-face medium, and the cognitive effort required from an individual using the medium for knowledge transfer. The model also states that this link is counterbalanced by what are referred to as “schema alignment” and “cognitive adaptation.” The schema alignment construct refers to the similarity between the mental schemas of an individual and those of other participant(s). The cognitive adaptation construct refers to an individual's level of schema development associated with the use of a particular medium. Finally, the model states that the degree to which the medium supports an individual's ability to convey and listen to speech is particularly significant in defining its naturalness, more so than the medium's degree of support for the use of facial expressions and body language. An example is offered of how the psychobiological model can be tested in the context provided by the customer support area of an online broker.

With regard to respect: a framework for governance of educational virtual communities

We use theories of computer-mediated communication and virtual communities to explore the governance of web-based educational communities. Two parallel cycles of action research are reported to inform our discussion, one intervention driven by perceived needs within the department, and the other that occurred as an ad hoc response to a student request. Our analysis recognises that governance arrangements for web-based educational communities in general, and discussion fora one such group in particular, have to operate within a web of existing and evolving institutional policies and procedures. We propose a framework for the development of norms for educational discussion forums in an institutional setting.

Patterns of Programmers' Use of Computer-Mediated Communications Systems

Communication behavior of programmers plays an essential role in success of software development. Computer-mediated communication (CMC) system, such as e-mail, or the World Wide Web (WWW), have substantial implications for coordinating work of programmers. Yet, no studies have dealt systematically with CMC behaviors of programmers. Drawing upon theories in organizational studies, information science, computer-mediated communication and software engineering, this research examines what programmers accomplish through CMC systems. Data were gathered from survey questionnaires mailed to 730 programmers, who are members of the Association of Computing Machinery (ACM) and are involved in a variety of programming work. Based on factor analysis, the study found that programmers use CMC systems (1) to achieve progress in work-related tasks (i.e., task-related purposes), (2) to satisfy their social and emotional needs (i.e., socio-emotional purposes), and (3) to explore for information (i.e., exploring purposes). The findings of this research extend an insight into important patterns for which programmers use CMC systems. This insight has advanced theories of computer-mediated communication in the context of computer programmers. Also, practitioners, especially in software development, may use the results as guidelines in fostering a firm’s feasible network policy that fits with what their programming staff accomplish through computer-mediated communication.

Theoretical perspectives and new practices in audio-graphic conferencing for language learning

This article will start with the situation at the Open University, where languages are taught at a distance. Online tuition using an audio-graphic Internet-based conferencing system called Lyceum is one of the ways used to develop students’ communicative skills.Following Garrett’s call for an integration of research and practice at EUROCALL 1997 (Garrett, 1998) – a call which is still valid today – the present article proposes a conceptual framework which can support the use of conferencing systems such as Lyceum in language learning and teaching. In the first part of the article, I examine several pedagogical theories supporting language learning, that is, second language acquisition and sociocultural theories, and multimodality, and apply them to the practice of audio-graphic computer-mediated communication (CMC) as used at the Open University. I also build on previous research, which, however, is still dominated by written CMC. What Erben stated in 1999 is still true: that audio-graphic technology “remains under-researched and under-theorised.” (Erben, 1999:230). Firstly, I therefore examine studies on written CMC and secondly those that have been conducted on audio-graphic CMC in order to identify the benefits and challenges of these media.Both the pedagogical theory and previous studies of CMC have informed the design and implementation of online tuition at the Open University. Thus the second part of the article reports on a research project on Lyceum, which took place in 2002. The goal of the project was to evaluate the use of audio-graphic conferencing in practice, and this in turn has instigated both improvements in the software used and in student support as well as further changes to the task design. I present some findings and discuss both the challenges of audio-graphic conferencing that were encountered and the benefits that were identified.

Health-related Support Groups on the Internet: Linking Empirical Findings to Social Support and Computer-mediated Communication Theory

This literature review of research on health-related computer-mediated support groups links features of these groups to existing theory from the areas of social support and computer-mediated communication research. The article exams computer-mediated support groups as weak tie networks, focuses on how these support groups facilitate participant similarity and empathic support and identifies changes in supportive communication due to characteristics of the medium.

The relationship of communication apprehension and interaction involvement to perceptions of computer‐mediated communication

This study investigated how the interpersonal traits of communication apprehension (CA) and interaction involvement (II) are related to one's attitudes toward and use of computer‐mediated communication (CMC). Data were collected by administering a self‐report survey to a sample of 133 participants, and results were analyzed with multiple regression. Findings revealed that CA and II failed to predict CMC attitudes. However, each trait predicted communication style during online interaction. Findings are interpreted within the context of current theories of CMC.

Building a Theory of Multi-Media CMC

In order to provide directions for future computer-mediated communication (CMC) scholarship, in this article, I analyze, critique and integrate contemporary CMC theory and research. Particularly, based upon an analysis of recent developments in multi-media software and the world wide web, I explore the theoretical implications of increased audio, video and three-dimensionality in cyberspace. In general, in this article, I argue that CMC theory and research has been limited by the `textual bias' of previous scholars. CMC researchers and theorists must begin to reconstruct the communicative, rhetorical and epistemological features of multi-media CMC in order to describe and explain communication in cyberspace. Through an integrated, inter-disciplinary program of multi-methodological empirical research, scholars can build theory that better accounts for multi-media CMC.

Building a theory of multi-media CMC: An analysis, critique and integration of computer-mediated communication theory and research

Building a theory of multi-media CMC: An analysis, critique and integration of computer-mediated communication theory and research

Ain't I A Filipino (Woman)?: An Analysis of Authorship/Authority Through the Construction of “Filipina” on the Net

In this article, I examine the process by which Filipino women's identity was articulated, reified and renegotiated on soc.culture.filipino, a newsgroup community on the Internet that, as a hub, sustains a flux membership of 20,000 registrants. By observing several online debates, I witnessed the process by which members of the diaspora negotiated the meaning of Filipino women's identity with people in the Philippines and how they atempted to forge a cultural identity for the community itself. In this article, I show that articulated stereotypes of Filipino and Asian women were intimately connected to racial empowerment, anti-colonial, and nationalist projects. In doing Internet research, I was able to document the intersection between postcolonial studies and computer mediated communication theories on studying identity in flux and was able to analyze the role of the Internet in decentering identities as well as the possibility of dismantling Grand Narratives.

Organizational communication and information processes in an internet-enabled environment

A model integrating rationally and socially oriented theories of computer-mediated communication (CMC) is developed. It was proposed that technology characteristics, individual differences, job position and function, various situational determinants and organizational factors would positively influence employees' Internet use and attitudes. It was further hypothesized that the Internet would substitute for more traditional forms of media (telephone, printed matter) during individual's external search behavior. This model was tested quantitatively and qualitatively with the use of a quasi-experimental, pretest–posttest design during the facilitated introduction of an Internet-based CMC system into an organization. A particular focus of the study was an examination of the communication and information channel choices, use, satisfaction and adoption of the Internet-based CMC system by the employees. Qualitative and/or quantitative support was found for all propositions, except Internet substitutability. Key contributions and recommendations for future research are discussed. © 2000 John Wiley & Sons, Inc.

Relational Communication in Computer-Mediated Interaction

This study involved an experiment of the effects of time and communication channel—asynchronous computer conferencing versus face-to-face meetings—on relational communication in groups. Prior research on the relational aspects of computer-mediated communication has suggested strong depersonalizing effects of the medium due to the absence of nonverbal cues. Past research is criticized for failing to incorporate temporal and developmental perspectives on information processing and relational development. In this study, data were collected from 96 subjects assigned to computer conferencing or face-to-face zero-history groups of 3, who completed three tasks over several weeks’time. Results showed that computer-mediated groups increased in several relational dimensions to more positive levels and that these subsequent levels approximated those of face-to-face groups. Boundaries on the predominant theories of computer-mediated communication are recommended, and principles from uncertainty reduction and social penetration are discussed.