A social network as information: The effect of system generated reports of connectedness on credibility on Twitter

Social media have gained increased usage rapidly for a variety of reasons. News and information is one such reason. The current study examines how system-generated cues available in social media impact perceptions of a source’s credibility. Participants were asked to view one of six mock Twitter.com pages that varied both the number of followers and the ratio between followers and follows on the page and report their perceived source credibility. Data indicate that curvilinear effects for number of followers exist, such that having too many or too few connections results in lower judgments of expertise and trustworthiness. Having a narrow gap between the number of followers and follows also led to increased judgments of competence. Implications of these findings are discussed, along with limitations of the current study and directions for future research.     

Online discussion processes: Effects of earlier messages’ evaluations,knowledge content,social cues and personal information on later messages

This study of the flow of online discussions examined how earlier messages affected later messages along five dimensions: (1) evaluations (agreement, disagreement, or unresponsive actions); (2) knowledge content (contribution, repetition, or null content); (3) social cues (positive, negative, or none); (4) personal information (number of visits); and (5) elicitation (eliciting response or not). Using sequential logit regressions and a structural equation model (SEM), this study analyzed 131 messages across seven topics in the mathematics forum of a university Bulletin Board System (BBS) Website. Results showed that a disagreement or contribution in the previous message increased the likelihoods of disagreements and social cue displays in the current message. Unlike face-to-face discussions, online discussion messages that disagreed with an earlier message were more likely to elicit responses. Together, these results support the claims that teachers can use and manage online discussions at the message level to promote critical thinking, facilitate discussion of controversial topics, and reduce status effects.     

Computer-mediated communication and persuasion: Peripheral vs. central route to opinion shift

Objective of this research was to investigate the differences between face-to-face communication and computer-mediated communication regarding opinion change in small group decision-making. We hypothesized that people in a discussion through computer-mediated communication accede to cognitive processes that could facilitate resisting the effects of a persuasive message.     

Empowering followers in virtual teams: Guiding principles from theory and practice

Effective leadership requires relationship skills such as – problem solving conflict management, motivation, communication, and listening [Yukl, G. A. (1998). Leadership in organizations. Upper Saddle River, NJ: Prentice Hall]. Arguably, nothing is more important to a leader than the skills involved in communicating one’s intent to followers, for it is only through effectively transmitting intent that followers may understand and then execute the goals of the team and leader. The modern work-world is dominated by computer-mediated communication, and this communication is the bread and butter of virtual teams; however, simple transmission of information from point A to point B is not enough – the virtual environment presents significant challenges to effective communication. In this paper we review issues related to virtual teams and developments in multimodal displays that allow teams to communicate effectively via single or multiple modalities (e.g., visual, auditory, tactile). This discussion is grounded in guiding principles for design and use of information displays that were identified and culled based on multiple review criteria from an extensive review of the literature. We present an applied example of the utility of these guiding principles for multimodal display design, in the context of communicating a leader’s presence to virtual followers via commander’s intent.     

From access to usage: The divide of self-reported digital skills among adolescents

Based on the PISA data in 2003 and 2006, this paper develops a hierarchical linear model to identify multi-level explanatory variables of the divide of adolescents’ self-reported digital skills. At the country-level, the study finds a generally negative relationship between the ICT penetration rate of a country and adolescents’ digital skills, implying that increased ICT penetration rate does not guarantee that adolescents have more chance to learn and use ICTs. Educational expenditure on secondary education is positively related to digital skills in 2006, but not in 2003. At the school-level, whether the school is public or private does not elicit impact on adolescents’ self-reported digital skills; school ICT access is positively related to students’ self-reported digital skills. At the individual-level, self-reported digital skills is affected by home ICT access, adolescents’ Socio-Economic Status, gender and their history of using ICTs. The cross-level interaction effect of ICT penetration rate and home ICT access on self-reported digital skills is significant in the 2003 model, but not significant in the 2006 model. The cross-level interaction effect of ICT penetration rate and school ICT access is significant in the 2006 model. The interaction effect of school ICT access and home ICT access is not supported by the dataset of either year.     

Attracting student participation in asynchronous online discussions: A case study of peer facilitation

Previous research studies on how to promote student participation in asynchronous online discussions have largely focused on the role of the instructor or tutor as facilitators. Not many investigated student facilitation. This article reports a qualitative study examining the facilitation techniques used by student facilitators to attract their course mates to participate in asynchronous online discussions. Data were collected from the students’ reflection logs and students’ online postings. To explore the extent to which student participation in an online discussion forum is successful, we looked at the depth of discussion threads. We deemed a student facilitator to have successfully attracted other students to participant if the discussion threads had a depth of six or more levels of students’ postings. We then examined in detail and reported the facilitation techniques that were exhibited by the student facilitators. Results showed that seven facilitation techniques were employed; the most frequently used were Socratic questioning and sharing personal opinions or experiences. We end by exploring potential implications for practice and for future research.     

Gender stereotyping over instant messenger: The effects of gender and context

Researchers have observed that contrary to the high expectations for online communications, gender stereotyping has not disappeared in this medium, and is sometimes even accentuated. This study aimed to understand the effect of gender over instant messenger, a relatively new and unexplored medium. Instant messenger was chosen because it is a medium that is used most by youth who have grown up communicating online. Participants were interviewed over instant messenger about a potential online support service and were then asked to judge the effectiveness of their interviewer. The interviewer was identified only by a masculine or feminine name and was computer-simulated so as to remove any bias. The topic of discussion was stereotypically masculine or stereotypically feminine. Male participants were found to employ a male superiority heuristic, whereby they judged the male interviewer as more competent, regardless of the context. Female participants were hypothesized to judge the female interviewer as more competent in the feminine context, and the male interviewer as more competent in the masculine context (the context-gender match heuristic), but this hypothesis was not supported. The findings are discussed in the context of previous research on gender stereotyping in online communication.     

Introduction: The JEMCO-2 Study of time, technology, and groups

An experimental study of 60 work groups that met weekly either face to face or via a computer conferencing system for seven weeks is described. The experimental design, computer technology, experimental tasks, and composition of the groups are described in detail. A brief overview is given of the five empirical pieces in this special issue that report findings from this experimental study.     

Cross-cultural deception in social networking sites and face-to-face communication

Deception research has been primarily studied from a Western perspective, so very little is known regarding how other cultures view deception. Cross-cultural deception research is important due to the escalation of cross-cultural communication. Therefore, this study proposes a framework for understanding the role Korean and American culture plays in deceptive behavior for both face-to-face (FTF) and computer-mediated communication (CMC). The goal of this paper is to test theoretical explanations about the role of culture in deception by the development of a set of hypotheses predicting the conditions under which deception is likely to emerge. A research strategy and construct measures to test the hypotheses are presented. Results from online questionnaires indicated Korean respondents exhibited greater collectivist values, lower levels of power distance, and higher levels of masculine values than Americans. Furthermore, deceptive behavior was greater for FTF communication than for CMC for both Korean and American respondents. In addition to a significant relationship between culture and deception, differences were found between espoused cultural values and deceptive behavior, regardless of national culture. These results indicate the need for future research to consider cultural differences when examining deceptive behavior.     

Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms

Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops.     

Why shy people use instant messaging: Loneliness and other motives

Existing research suggests shy people may satisfy their affiliation needs through computerized forms of communication such as instant messaging (IM). Fifty-five undergraduates completed an IM use index, the Cheek and Buss (1981) shyness scale and a motives for IM use scale developed for this study. It was found that the strongest motives for IM use were to increase personal contact as opposed to gain social ease or to decrease loneliness. While a direct association between shyness and IM use intensity was not found, shyness was associated with using IM to decrease loneliness in comparison to other motives. It was concluded that shyer people have multiple motives for using IM, but that decreasing loneliness is particularly important for them. Future research could examine how IM and other computerized communications compare to face-to-face interactions between shy and non-shy people.     

Sustaining computer-mediated communication in university courses

Abstract In the second of two graduate classes with the same title and content, the volume of on-line messages per person, in the four weeks sampled, was more than seven times higher than in the first. Between weeks l-2 and weeks 5-6, the total number of messages per person dropped in the first class and rose in the second. Each class had a different computer-mediated communication (CMC) system and was given different guidelines for use. This paper analyses differences in volume and hypothesises a relationship between system characteristics, guidelines for use, and the perpetuation of verbal interaction in settings where CMC is mandated.     

From Moodle to Facebook: Exploring students' motivation and experiences in online communities

The present paper documents a qualitative study that examines the motivating and inhibiting factors that influenced students' engagement in online discussions via Moodle and Facebook. The data was collected through individual interviews with 14 pre-service teachers. Using the Activity Theory as a lens, the study reveals a set of factors concerning the technical tools, subjective perceptions, goals of online discussion, social presence within a community, rules for participation, and roles of the participants that affect their online engagement patterns. The findings of the study inform educators and software designers of how online discussions can be better promoted among students, and how a web-based environment more conducive to learning can be created.     

Student–instructor communication: The role of email

We report on the use of email lists as a supplement to teaching. We argue that email lists can provide a valuable students–instructor communication channel and describe the process of setting up and managing such lists. A case study of email messages exchanged in an introductory operations research course is also included. The case illustrates how a ‘strategic’ use of email leads to a richer learning experience, by providing an extra medium for communication, and offers a valuable feedback database that can, among other things, be used to improve future editions of a course.     

Time, technology and groups: An integration

This paper summarizes main findings of the five empirical papers in this issue, and discusses certain themes that connect them.     

The importance of elementary school students’ social chat online: Reconceptualising the curriculum

The Internet is increasingly being used as a tool for communicating and learning in primary schools across many developed and developing countries. The place of social chat as part of online interactions has as yet not been fully recognised as an important component of learning.     

Selective self-presentation in computer-mediated communication: Hyperpersonal dimensions of technology,language, and cognition

The hyperpersonal model of computer-mediated communication (CMC) posits that users exploit the technological aspects of CMC in order to enhance the messages they construct to manage impressions and facilitate desired relationships. This research examined how CMC users managed message composing time, editing behaviors, personal language, sentence complexity, and relational tone in their initial messages to different presumed targets, and the cognitive awareness related to these processes. Effects on several of these processes and outcomes were obtained in response to different targets, partially supporting the hyperpersonal perspective of CMC, with unanticipated gender and status interaction effects suggesting behavioral compensation through CMC, or overcompensation when addressing presumably undesirable partners.