Getting to know you: Face-to-face versus online interactions

It is an open question as to how impressions formed via computer-mediated communication (CMC) differ from those formed face-to-face (FtF). Some research suggests that judgments of others formed while interacting over CMC are more favorable than judgments formed in FtF, while other researchers argue the pattern is in the opposite direction. We sought to settle this conflict by examining impressions formed via each communication mode while controlling for the other. Participants interacted with a partner twice: once FtF and once CMC. When controlling for each communication mode, participants interacting FtF, formed more positive impressions of their partner than did those in the other sequence. Furthermore, FtF participants had greater self-other agreement then those who interacted via CMC. Implications for impressions formed over the Internet are discussed.     

Reflecting on Connecting: Meta‐Analysis of Differences Between Computer‐Mediated and Face‐to‐Face Self‐Disclosure

Self‐disclosure is a key concept in computer‐mediated communication (CMC) theory and research, but disagreement exists about the impact of CMC, relative to face‐to‐face (FtF) communication, on self‐disclosure. We conducted a meta‐analysis of studies comparing self‐disclosure in CMC and FtF communication to summarize and clarify existing research. We also examined potential moderators of this difference—measure of self‐disclosure, study design (survey or experiment), interaction context (task or social), type of CMC (text‐based or video‐based), and interaction length. Overall, self‐disclosure was higher in FtF communication than in CMC. Measure of self‐disclosure, study design, and type of CMC moderated this difference. Findings suggest mixed support for predictions derived from key CMC theories and a need for CMC theory to more explicitly address self‐disclosure.     

Students' Perceptions of E‐Mail Interaction During Student‐Professor Advising Sessions: The Pursuit of Interpersonal Goals

This study investigated students' preference for e‐mail over face‐to‐face (FtF) communication for interpersonal goal achievement (i.e., instrumental, relational, self‐presentational) with faculty advisors. An exploratory analysis of undergraduate students revealed that they did not prefer computer‐mediated communication (i.e., e‐mail) over FtF communication with advisors when addressing all 3 interpersonal goal types. Significant gender differences were also found, with women reporting more use of e‐mail, and men preferring to address self‐presentational goals in FtF settings. It also was found that compared to Caucasians, African Americans did not prefer CMC to FtF interaction in achieving instrumental and self‐presentational goals. Results of this study suggest that despite the ubiquity of e‐mail communication, undergraduates did not prefer e‐mail over FtF contact with faculty advisors.     

Expertise Recognition and Influence in Intercultural Groups: Differences Between Face-to-Face and Computer-Mediated Communication

Expertise recognition is challenging in teamwork, particularly in intercultural collaboration. This research seeks to investigate how cultural differences in communication styles may affect expertise recognition and influence in face-to-face (FtF) versus text-based computer-mediated communication (CMC). Using experimental intercultural groups, we found that in FtF groups East Asian experts had a lower participation rate, and were perceived as less competent, less confident, and less influential than experts from Western culture. No such differences occurred in CMC. The results support mediated moderation effect of perceived confidence on expert influence such that changes in perceptions of Chinese and American experts' confidence accounted for their different levels of influence in CMC versus FtF. No such effect was found with participation rate.     

Gender differences in response to Facebook status updates from same and opposite gender friends

We conducted two studies to examine gender differences in response to Facebook status updates from same and opposite gender friends. Study 1 surveyed 522 undergraduate students (216 females and 306 males), and compared males' and females' responses to two Facebook status updates: one from a same gender friend and one from an opposite gender friend. Females' public replies and private messages to a female friend showed higher levels of emotional support than males' public replies and private messages to a male friend. In contrast, there were no significant gender differences in response to an opposite gender friend. Furthermore, males showed higher levels of emotional support in private messages than in public replies to male friends. Study 2 recruited 484 participants (295 females and 189 males) using CrowdFlower. Approximately half received a Facebook status update from a same gender friend and the other half received it from an opposite gender friend. Females' public replies to a female friend showed significantly high levels of emotional support than males' public replies to a male friend and there was a similar but marginally significant gender difference for private replies to same gender friends. There was no gender difference in response to opposite gender friends. The practical and theoretical implications of these findings are discussed.     

Effects of time pressure and communication environment on team processes and outcomes in dyadic planning

An experiment compared dyadic performance in a radio communication and a more sophisticated communication environment to face-to-face (FtF) meetings. Thirty-six dyads, working under low or high time-pressure conditions, needed to combine information and to produce a written plan. Teams working in the sophisticated communication environment collaborated from separate locations over a networked computer system allowing them to share a note-taking program, work in parallel, and exchange in real-time audio as well as video. Results revealed detrimental effects of time pressure on both team processes and outcomes, and supported our hypothesis that distributed teams can perform as well as FtF teams. No differences were found between FtF teams and teams working in the sophisticated communication environment on process and outcome measures, except for the quantity of performance: The sophisticated communication environment enabled distributed teams to work on the task more rapidly than their FtF counterparts. Radio teams produced plans of lower quality and were less satisfied with the quality of their planning process than FtF teams.     

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.     

'I totally agree with you': gender interactions in educational online discussion groups

Abstract This paper discusses findings from an extensive project examining gender, language and computer-mediated communication (CMC) in the context of undergraduate psychology courses. The contributions of 197 introductory psychology students (148 females, 49 males) participating in asynchronous CMC as part of their course were collated and coded for their language content using a qualitative content analysis procedure in Atlas.ti 4.2. Nearly 700 postings were characterised according to gender on the basis of seven categories relating to language and communication style – attenuated, authoritative, traditional male and female language features, mixed language, positive socioemotional and negative socioemotional. Gender interactions were analysed in terms of positive and negative socioemotional content, focusing on explicit markers of agreement and disagreement. Gender-related patterns in language use and interaction style were found. Females were more likely than males to make attenuated contributions and express agreement, whereas males were more likely than females to make authoritative contributions and express disagreement. These results are discussed in terms of the implications for the increasing use of CMC in education.     

Multimodal messages: the pen and voice opportunity

Analyses of the costs and benefits of asynchronous communication, and the complementary properties of writing and speech, are used to predict that messages containing both writing and speech will be more communicative than either medium alone. Two experimental studies of asynchronous messaging are presented. Both experiments examine the use of pen-and-voice messages, that is voice messages attached to ‘scribbled’, i.e., uninterpreted text. The control conditions were voice messages alone, equivalent to an answerphone, and scribbled messages alone, equivalent to a fax. In Experiment 1 the visual component of the pen-and-voice messages was static, in Experiment 2 users could record short ‘movies’ including speech and pen movements over a document surface. Users showed a significant preference for the pen-and-voice messages in both experiments. In Experiment 2 half the number of pen-and-voice messages were required to achieve the same task performance as in the control conditions. It is concluded that dynamic pen-and-voice messages have considerable potential advantages over current single medium asynchronous communication facilities such as fax, answerphone, voicemail and e-mail.     

Sampling and pooling of decision-relevant information: Comparing the efficiency of face-to-face and GSS supported groups

Past research has suggested that decision-making groups, when communicating face-to-face (FtF), suffered from information sharing biases that affected the quality of the final decision: they tended to discuss previously-shared information before they started to discuss information not known to all, and discussed more of previously-shared than unshared information. In our study we examined these effects in groups that interacted FtF or using a group support system (GSS). Four-member groups discussed a requirements elicitation task in which some requirements were known to all members before starting their discussion, while other requirements were known only to two members of the group. Both GSS and FtF groups exchanged a large percentage of the shared requirements. However, the GSS groups were more effective in communicating unshared requirements. On average, FtF groups discussed shared requirements sooner and unshared requirements later than did GSS groups. Our study also compared empirical results with predictions from an information-sampling model of group discussion in order to assess the effectiveness of the model in computer-mediated group communication.     

Situational determinants of cognitive,affective, and compassionate empathy in naturalistic digital interactions

Empathy is apparent in computer-mediated communication (CMC), yet little is known about the situational predictors of empathic responses when interacting digitally. We used a diary methodology to explore: (1) the degree three types of empathy (cognitive, affective, and compassionate) are experienced in students' everyday (text- and image-based) dyadic digital interactions; (2) which situational factors are important for (different types of) empathy in CMC; and (3) how empathy reported in everyday CMC affects participants' perceptions of their empathy in CMC and face-to-face (FtF) contexts. One hundred student volunteers (50 women, M_age = 22.57 years) completed a “digital interaction diary” for three consecutive days, yielding 1939 observations. Participants reported significantly more cognitive than affective empathy, and significantly greater affective than compassionate empathy. Several situational variables (e.g., number of communications, recipient) were related to empathy overall, while others (e.g., subject, mood) contributed to discrete contextual profiles for the empathy subtypes. Empathy reported in the diaries predicted a more favourable ratio of perceived CMC to FtF empathy, particularly for those lower in baseline trait empathy. These findings help elucidate the multidimensional experience of empathy in CMC interactions.     

Equality of participation and influence in groups: The effects of communication medium and sex composition

We tested the claim that computer-mediated communication (CMC) is more egalitarian than face-to-face (FTF) communication by studying patterns of reported participation and influence in 30 FTF and 30 synchronous CMC groups over seven weeks. Twenty-two of these groups were composed of a majority of males or females; these were used to test effects of communication medium and sex composition on relative levels of participation and influence among group members. Competing predictions were derived from three theories: proportional theory, social role theory, and expectation states theory. Results indicated that CMC participation was perceived as more centralized than was FTF participation in groups' first meetings, but as similar for the remaining six meetings. Results revealed no or weak support for any of the competing theories of sex composition. Influence was perceived as most centralized in CMC majority-male groups and in FTF majority-female groups. In CMC groups, males in majority-female groups were perceived as having more influence than their female group members, whereas males in majority-male groups were perceived as having less influence than their female group members. In FTF groups, the ratio of male-to-female influence in majority-male and majority-female groups did not differ significantly. Implications of these findings and the need for additional longitudinal research are discussed.     

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.     

The impact of text‐based CMC on improving L2 oral fluency

This paper reports on a study investigating the potential effect of synchronous and asynchronous text‐based computer‐mediated communication (CMC) on oral fluency development of second‐language (L2) learners. Sixty‐three intermediate learners of English were randomly assigned to one of three groups (two experimental groups and one control group), each consisting of 21 participants. The participants in the experimental groups completed four communicative tasks under two different instructional environments: synchronous text‐based CMC environment and asynchronous text‐based CMC environment. The average length of pauses, the articulation rate, the fluent‐run, the phonation‐time ratio and the speaking rate served as dependent variables. The study found that the participants in synchronous CMC group improved their L2 oral fluency significantly compared with their peers in the other two groups. The results also revealed the students in asynchronous CMC group obtained higher mean scores than those in the control group, although the differences between groups were not statistically significant.     

The interfunctionality of talk and text

Understanding more about how socially distributed cognition operates within a group of writers has implications for the design of technologies to support collaborative writing. This paper presents a chronology of a writing episode in which the communicative practices of collaborating writers and the representations they use to mediate cognition are investigated. The talk generated by the participants discussing how to write an essay provides data for illuminating the group's interactions and is a focus for investigating how this talk becomes metamorphosed into writing. The analysis charts the evolution of a co-authored text through a cycle of activity which is both cognitive and social in orientation and demonstrates the interfunctionality of talk and text for the processes involved in collaborative writing. This suggests that computer systems which support only text-based communication could limit the ways in which talk acts as a mediator for cognition and thus constrain important aspects of collaborative writing.     

The Construction of Away Messages: A Speech Act Analysis

Previous research suggests that "away messages" in instant messaging express informational and entertainment communicative goals while displaying a users' identity. This study investigated the extent to which these communicative goals are reflected in the language structure of away messages, by examining the speech acts performed through the production of 483 away messages crafted by 44 participants. The messages were also analyzed for the use of non-standard orthography and humor. The results show that the messages were constructed primarily with assertives, followed by expressives and commissives, but rarely with directives, confirming that away messages tend to reflect both informational and entertainment goals. Non-standard orthography and humor were also common, although experienced participants used fewer non-standard forms than less experienced participants. These findings are discussed in terms of computer-mediated discourse and online self-presentation.     

Content and processes in problem-based learning: a comparison of computer-mediated and face-to-face communication

Abstract  There has been an increasing interest in the use of computer-mediated communication (CMC) in problem-based learning. One line of research has been to introduce synchronous, or simultaneous, communication attempting to create text-based digital real-time interaction. Compared with face-to-face (F2F) communication, CMC may be a poorer medium regarding coordination of the activity. Still, we are in need for more knowledge on the possible advantages and problems regarding such digital communication processes. In the present study, we compared activities in digital and F2F problem-based learning (PBL) regarding the content of the communication, turn-taking processes and the emergence of learning issues. The results indicate that when students discussed in the digital learning environment, they focused more on technical and organizational questions, produced relatively more initiatives but less responses, and produced less elaborated and specified learning issues than when they participated in F2F meetings.     

Gender-related differences in computer-mediated communication and computer-supported collaborative learning

Abstract   A question associated with the introduction of computer-supported collaborative learning (CSCL) is whether all participants profit equally from working in CSCL environments. This article reports on a review study into gender-related differences in participation in CSCL. As many of the processes in CSCL are similar to those in computer-mediated communication (CMC), studies into CMC are also included in the review. Male dominance is found to play a role in many CMC settings. A learning culture with an explicit focus on participation by all students seems to be related to a more gender-balanced participation in CMC, however. A tendency for boys to be more active participants than girls is also present in CSCL environments, but it is less pronounced than in CMC. This may be explained by the fact that participation is explicitly promoted in most CSCL environments. Gender differences in the character of students' contributions are found in both CMC and CSCL. It is concluded that in order to avoid gender-stereotyped participation and communication patterns, it is necessary to explicitly address inclusiveness as an aspect of a collaborative classroom culture. A plea is made for further research into differential participation by students in CSCL, and the effects thereof on cognitive and affective learning outcomes. Research should also focus on the question how classroom cultures can be promoted that support active participation of all students aimed at collaborative knowledge construction.     

RU mad @ me? Social anxiety and interpretation of ambiguous text messages

Increasingly, young adults' social interactions are taking place via computer-mediated communication (CMC). Recent research suggests that socially anxious youth, in particular, may prefer interacting via CMC and show less inhibition and greater self-disclosure in such contexts. However, cognitive features of social anxiety, such as interpretation bias, have not been studied in this context. The goal of this research was to examine the phenomenon of interpretation bias (tendency to ascribe threatening interpretations to ambiguous social situations) in response to text messages. In Study 1, a new vignette measure of interpretation bias in the context of text messaging (IB-CMC) was developed and piloted with a sample of N = 215 undergraduates. This new measure displayed good psychometric properties and evidence of construct validity. For example, negative interpretation bias in CMC was associated with two established measures of interpretation bias in face-to-face situations and symptoms of social anxiety. In Study 2, the effects of sender characteristics (specifically, gender of sender) were examined in a sample of N = 353 undergraduates. Overall, participants interpreted ambiguous text messages from female senders as more negative and less benign than messages from male senders, and this effect was particularly pronounced among male participants.     

When Online Dating Partners Meet Offline: The Effect of Modality Switching on Relational Communication Between Online Daters

Despite the popularity of online dating sites, little is known about what occurs when online dating partners choose to communicate offline. Drawing upon the modality switching perspective, the present study assessed a national sample of online daters to determine whether face‐to‐face (FtF) relational outcomes could be predicted by the amount of online communication prior to the initial FtF meeting. Results were consistent with the hypothesized curvilinear relationship between the amount of online communication and perceptions of relational messages (intimacy, composure, informality, social orientation), forecasts of the future of the relationship, and information seeking behavior when meeting their partner FtF. The results provide support for the modality switching perspective, and offer important insight for online daters.