Risky Business: Why People Feel Safe in Sexually Expicit On-Line Communication

The purpose of this study was to assess the use, in computer-mediated communication, of the strategic message structuring tactic known as framing. Interlocutors in computer-mediated environments have software supported systemic resources facilitative of constructing messages using framing tactics in their argumentative discourse. It is hypothesized that framing strategies are related to the emotional tenor of a disputant's message and that a speaker's emotional involvement with an issue should be curvilinearly related to the appropriation of framing as an argumentative discourse strategy. Results from the analysis of 3000 messages, obtained from a diverse sampling of computer-mediated discussion groups and forums, provided support for the primary hypothesized relationship. A speaker's emotional involvement was significantly and curvilinearly related to two message framing devices (message dependency and coalition building) and a measure of conciliatory face-saving moves.     

Power,language, and identity: Voices from an online course

Distance learning, especially in computer-mediated environments, is the new trend in education. Universities fear that they will be left behind or even become extinct if they do not offer online courses (Roblyer, 1999). Very little is known about effective pedagogy in online environments, much less the power, authority, and control relationships that occur when conversations are not face-to-face. The course described in this article is a bilingual education course in which participants were involved in extensive writing and publishing of their ideas on the Web. Through bulletin board postings, power relationships between majority and minority students became evident during the semester. Students described their struggles with living and working in a society that, in many cases, institutionalizes racism. Included in this article is a discussion of how the race factor is usually turned “off” (Kolko, Nakamura, & Rodman, 2000) or is in its “default,” White mode (Lockard, 2000) in online environments. Finally, the authors offer implications for interactions between instructors and students and student peers in online environments.     

Constructing social systems through computer-mediated communication

The question of whether computer-mediated communication can support the formation of genuine social systems is addressed in this paper. Our hypothesis, that technology creates new forms of social systems beyond real-life milieus, includes the idea that the technology itself may influence how social binding emerges within online environments. In real-life communities, a precondition for social coherence is the existence of social conventions. By observing interaction in virtual environments, we found the use of a range of social conventions. These results were analysed to determine how the use and emergence of conventions might be influenced by the technology. One factor contributing to the coherence of online social systems, but not the only one, appears to be the degree of social presence mediated by the technology. We suggest that social systems can emerge by computer-mediated communication and are shaped by the media of the specific environment.     

Guiding knowledge communication in CSCL via group knowledge awareness

Computer-mediated collaboration is not in and of itself a beneficial setting for learning. Environments for computer-mediated collaboration need to trigger learning-productive interactions. In this paper, we propose to implement tools providing group knowledge awareness (GKA), i.e., information about collaborators’ knowledge. GKA is typically restricted in CSCL environments. A GKA tool visualizing self-assessed learner knowledge, their partner’s self-assessed knowledge, and thus the distribution of knowledge, was studied in a computer-mediated collaborative learning scenario. Thirty-eight dyads were randomly assigned to either the GKA condition (GKA tool) or a control condition (only learner’s own knowledge was visualized). Results show that the GKA tool guided learners in their collaboration and, more specifically, in designing their communicative acts. Depending on the self- vs. partner-oriented purpose of the communicative act, the learner’s own vs. the partner’s knowledge guided communication. Guided communication was a mechanism for perceived learning gains and perceived knowledge convergence. A knowledge test failed to reveal a significant difference between the GKA and the control condition. In this paper, we will discuss characteristics of GKA tools and their impact on collaboration.     

“I guess my question is”: What is the co-occurrence of uncertainty and learning in computer-mediated discourse?

The purpose of this study was to contribute to a better understanding of learning in computer-supported collaborative learning (CSCL) environments by investigating the co-occurrence of uncertainty expressions and expressions of learning in a graduate course in which students collaborated in classroom computer-mediated discussions. Results showed that uncertainty expressions appeared related to the kinds of intellectual work engaged by students in online discussion, co-occurring with learning in systematic ways. For example, direct expressions of uncertainty were likely to co-occur with learning categories associated with presenting a new idea and with applications of an idea whereas indirect expressions were more strongly associated with elaborating on a new idea. These findings suggest that the ability to deal with and express uncertainty appropriately may be related to learning as it takes place in online environments. We contend that the role of uncertainty in learning is currently undervalued, and that educators and researchers may benefit from considering how uncertainty can be productive for learning in CSCL environments.     

Measurement invariance in training evaluation: Old question, new context

Technological advances that have been put to use by organizations have not escaped the training domain. With the shift towards computer-mediated surveys, training evaluations have been converted from traditional paper-and-pencil formats to Web-based environments. This begs the question as to whether or not these modalities are equivalent. Accordingly, this study examined the item functioning of parallel Web-based training evaluations and traditional paper-and-pencil evaluations of a training intervention. Item response theory (IRT) analyses revealed few differences between how an individual would respond to particular items (i.e., differential item functioning) regardless of the modality employed to complete a training evaluation. This provides evidence for the equivalence of paper-and-pencil and computer-mediated training evaluations.     

Cyber patients surfing the medical web: Computer-mediated medical knowledge and perceived benefits

Information and communication technologies have introduced new and impressive tools for information sharing and building computer-mediated knowledge repositories in a global context. Clinicians and researchers pay particular attention to technology as a promising tool to empower patients through self-health care management skills and to improve health care communication with providers. This represents a significant step in modern medicine of computer-integrated patient self-health care. This paper aims to examine perceived informational and decisional benefits of computer-mediated health and medical information, more specifically of cancer web-sites, and presents the results of two separate statistical models of perceived benefits. Multivariate hierarchical regression analyses showed that the frequency and time spent visiting medical web-sites are significant predictors of perceived benefits of computer-mediated knowledge. The results also indicated that computer-mediated medical information empowers health consumers to make informed decisions for their health care. The discussion section of the paper contextualizes the findings within the current sociomedical trends of self-health care and partnership with health providers. It is important to understand the perceived benefits of using computer-mediated medical knowledge, so that information and communication technologies can be targeted to educate patients to make informed decisions and to develop patient self-health-care management competencies.     

Development of computer-supported collaborative social networks in a distributed learning community

This study examines the formation and change of collaborative learning social networks in a distributed learning community. A social network perspective is employed to understand how collaborative networks evolved over time when 31 distributed learners collaborated on a design project using a computer-mediated communication system during two semesters. Special attention was paid to how pre-existing friendship networks influenced the formation of macro-level collaborative learning networks and individual level social capital. We discovered that pre-existing friendship networks significantly influenced the formation of collaborative learning networks, but the effect was dependent on the developmental phase of community. Also, pre-existing networks generally acted as a social liability that constrained learners' ability to enhance their social networks and build social capital when they participated in a new learning environment. The results suggest that, in order to fully understand how to build effective collaborative learning and work environments, participants' social network structures need to be considered.     

Communicative practices in an online financial forum during abnormal stock market behavior

We offered a new perspective on communication in computer-mediated environments by examining communicative practices used during discussion in an online financial forum about a listed company that was experiencing abnormal trading behavior. The analysis of communicative practices showed how the linguistic nature of the online forum allowed covert manipulation of inexperienced and unsuspecting forum participants - against all the norms and rules governing online financial forums. Based on our theoretical understanding of communicative practices, we found a discrepancy between the expectations of and the actual divergence from an ideal communicative environment free from distortion and manipulation that is normally assumed to govern online forums. The discrepancy, which remains largely concealed, can be seen as a major factor in the negative implications of online financial forums.     

A study of building a resource-based learning environment with the inquiry learning approach: Knowledge of family trees

This study aims to provide teachers with ways and means to facilitate learners to develop nomenclature knowledge of family trees through the establishment of resource-based learning environments (RBLEs). It discusses the design of an RBLE in the classroom by selecting an appropriate context with the assistance of computer-mediated learning resources and tools and employing the inquiry learning approach as the pedagogy. This study reports on the creation of the RBLE within the learning context of family trees. The computer-mediated learning resources and tools comprise three components: an audio-visual database for guided and coupled inquiry, an interactive interface for conceptualising the nomenclature and a tool for learners to construct their own family trees. Scaffolds were designed for an inquiry mode of learning and teaching to support the use of the resources and tools in learning about family trees. The learning and teaching process, including the outcomes for learners, through the RBLE with inquiry learning approach are studied. The findings of an interview and a pre-test/post-test study indicate that the RBLE can assist learners to build knowledge of family trees. The role of teachers in such an environment is to guide and encourage learners to inquire during the learning process.     

Smartphones as Polymedia

This article investigates whether smartphones function as environments of polymedia (Madianou & Miller, 2012) and assesses their consequences for transnational families. Drawing on research with UK‐based Filipino migrants, the article observes that users treat smartphones as integrated environments of communicative opportunities and exploit the differences within media in order to express emotions and manage their relationships with their family members who remain in the Philippines. For smartphone users, being online emerges as the default position and there is evidence that new media become constitutive of relationships in situations of extreme separation. However, technology cannot overcome difficulties that are fundamentally social. Moreover, the article observes the emergence of a new ‘care divide’ between those who own smartphones and those who do not.     

Unintended consequences of computer-mediated communications

This paper explores the unintended consequences of computer-mediated communications by adopting a typology suggested by the sociologist Robert Merton. The typology is used to present a thematic analysis drawn from the literature on computer-mediated communications and two new studies. The first study considered the impact of computer-mediated technology on communicative behaviour in general, and involved 22 managers working in locations in the UK and USA. The second study focused on electronic mail and drew upon the responses of 70 managers. The paper suggests that Merton's analysis of unintended consequences provides a framework which expands our ability to explain issues associated with the implementation of computer-mediated communications and discusses intervention and laissez-faire as two implicit responses evident in the recent literature.     

An EyeTap video-based featureless projective motion estimation assisted by gyroscopic tracking for wearable computer mediated reality

In this paper we present a computationally economical method of recovering the projective motion of head mounted cameras or EyeTap devices, for use in wearable computer-mediated reality. The tracking system combines featureless vision and inertial methods in a closed loop system to achieve accurate robust head tracking using inexpensive sensors. The combination of inertial and vision techniques provides the high accuracy visual registration needed for fitting computer graphics onto real images and the robustness to large interframe camera motion due to fast head rotations. Operating on a 1.2 GHz Pentium III wearable computer with graphics accelerated hardware, the system is able to register live video images with less than 2 pixels of error (0.3 degrees) at 12 frames per second. Fast image registration is achieved by offloading computer vision computation onto the graphics hardware, which is readily available on many wearable computer systems. As an application of this tracking approach, we present a system which allows wearable computer users to share views of their current environments that have been stabilised to another viewer's head position.

Grounded theorizing for electronically mediated social contexts

Electronically mediated social contexts (EMSCs), in which interactions and activities are largely or completely computer-mediated, have become important settings for investigation by Information Systems (IS) scholars. Owing to the relative novelty and originality of EMSCs, IS researchers often lack existing theories to make sense of the processes that emerge in them. Therefore, many IS researchers have relied upon grounded theory in order to develop new theory based on empirical observations from EMSCs. This article reviews a selected set of papers concerned with grounded IS research on EMSCs. It examines how the authors of these papers handled the characteristics of EMSCs and, in particular, addresses the topics of data collection, data analysis, and theory building. The paper also draws implications and recommendations for grounded researchers interested in investigating these original and fascinating environments in their future work. For example, it calls for grounded researchers on EMSCs to reflect upon the characteristics of their domains of inquiry, to respect the logic of discovery of grounded methods, and to articulate more clearly their theoretical ambitions along the induction/abduction continuum. The paper closes by suggesting promising areas for future grounded research on EMSCs, including taking advantage of the potential for combining qualitative and quantitative analytical methods.     

The positive and negative implications of anonymity in Internet social interactions: “On the Internet, Nobody Knows You’re a Dog”

The growth of the Internet at a means of communication has sparked the interest of researchers in several fields (e.g. communication, social psychology, industrial-organizational psychology) to investigate the issues surrounding the expression of different social behaviors in this unique social context. Of special interest to researchers is the increased importance that anonymity seems to play in computer-mediated communication (CMC). This paper reviews the literature related to the issues of anonymity within the social context, particularly in CMC, demonstrating the usefulness of established social psychological theory to explain behavior in CMC and discussing the evolution of the current theoretical explanations in explaining the effects of anonymity in social behavior in CMC environments. Several suggestions for future research are proposed in an attempt to provide researchers with new avenues to investigate how anonymity can play both positive and negative roles in CMC.     

Affect in Computer-Meditated Communication: An Experiment in Synchronous Terminal-to-Terminal Discussion

With the spread of computer networks, communication via computer conferences, electronic mail, and computer bulletin boards will become more common in society, but little is known about the social psychological implications of these technologies. One possibility is a change in physiological arousal, feelings, and expressive behavior-that is, affect. These computer-mediated communication technologies focus attention on the message, transmit social information poorly, and do not have a well-developed social etiquette. Therefore, these technologies might be associated with less attention to others, less social feedback, and depersonalization of the communication setting. In the present study we examined what would happen to feelings and interpersonal behavior in an experiment in which two people met for the first time and discussed a series of questions in order to get to know one another. We measured physiological arousal (pulse and palmar sweat), subjective affect (emotional state and evaluations), and expressive behavior (self-disclosure and uninhibited behavior) in both synchronous computer-mediated and face-to-face discussions. (For comparison purposes, we also examined these effects under high- and low-evaluation anxiety). Communicating by computer did not influence physiological arousal, and it did not change emotions or self-evaluations. However, people who communicated by computer evaluated each other less favorably than did people who communicated face-to-face, they felt and acted as though the setting was more impersonal, and their behavior was more uninhibited. These findings suggest that computer-mediated communication, rather than provoking emotionality per se, elicits asocial or unregulated behavior. Of course, our data are based on a laboratory experiment using just one type of computer-mediated communication, but the results are generally consistent with anecdotal evidence and new field research on how people use computers to communicate in organizations.     

The virtual malleable self and the virtual identity discrepancy model: Investigative frameworks for virtual possible selves and others in avatar-based identity construction and social interaction

This article introduces the novel model of “virtual identity discrepancy” as an investigative framework for computer-mediated self-representation and interpersonal communication in avatar-based virtual environments (VEs). Study 1 examined the roles of virtual self-discrepancy and self-presence in intrapersonal virtual identity construction. Study 2 explored the roles of virtual other-discrepancy, social presence, expectancy violation, and uncertainty reduction in animated avatar-to-avatar (AtA) virtual social interaction. Mediation analyses following a bootstrapping procedure indicated that self-presence mediates the relationship between virtual self-discrepancy and flow while social presence mediates the relationship between virtual other-discrepancy and flow. Furthermore, expectancy violation mediates the relationship between self-disclosure and trust in text-based chatting while uncertainty reduction mediates the relationship between nonverbal immediacy and flow in nonverbal communication between avatars.     

Balancing uniqueness and assimilation in computer-mediated groups

The goal of the current study is to investigate how the augmented visual similarity and individuation can influence group identification process in computer-mediated groups. In investigating this topic, this study relies on the assumption that human beings need to meet two competing motivations – assimilation motivation and uniqueness motivation – at the same time. An experiment using virtual self-representations showed that uniform virtual appearance, whatever form it may take, encouraged group identification. However, uniform appearance did not increase assimilation within computer-mediated groups all the time, because uniform appearance made individuals perceive a strong threat to their uniqueness and became less willing to agree with others as a way to restore their uniqueness. On the contrary, people might have pandered to their uniqueness motivation from being represented by excessively idiosyncratic visual cues. As a way to boost up the other motivation, assimilation motivation, they tried to find any cue that can bond themselves with others even amongst differences in their visual representations.