Does ‘cyber-conformity’ vary cross-culturally? Exploring the effect of culture and communication medium on social conformity

Previous research has established that individuals from collectivistic cultures tend to conform more than their counterparts from individualistic cultures do [Bond, R., & Smith, P.B. (1996). Culture and conformity: A meta-analysis of studies using Asch’s (1952b, 1956) line judgment task. Psychological Bulletin 119(1) 111–137]. However, there is presently a dearth of research exploring the degree to which this kind of cross-cultural difference is also present in computer-mediated communication (CMC) contexts where group members are never met face-to-face (f-t-f). A normative social influence paradigm of line-length judgment (based on Asch [Asch, S.E., (1955). Opinions and social pressure. Scientific American 193(5) 31–35]) was employed to investigate the effects of communication medium (f-t-f against CMC) and culture (participants from individualistic cultures against those from collectivist cultures). A communication type × culture interaction was found, in which the expected cultural differences were demonstrated only in the face-to-face conditions, being absent in computer-mediated conditions.     

The links that bind: Uncovering novel motivations for linking on Facebook

Given the increasing uptake of the social network site Facebook, mass communication researchers have begun focusing on what drives people to use the site and what kinds of information they interact with. Perhaps because of the relative novelty of Facebook, little research has scratched beneath the surface to explore why people engage in certain functions the site offers. Attention to these engagements and the motivations behind them could help improve current mass communication approaches, especially in critical industries such as news media, where traditional models are struggling to evolve. This study explored user motivations for engaging in link-sharing through Facebook, uncovering motives that extend beyond those of previous research. The findings also consider the influence of those motivations on linking frequency, and link content, introducing motivations that add to current viewpoints of social network sites as information hubs. It also provides new media researchers and practitioners with novel insight into an increasingly important Facebook behavior.     

Perpetrators on the internet: Analyzing individual and structural explanation factors of cyberbullying in school context

Although research on cyberbullying has grown rapidly in the last years, holistic explanation approaches are still rare. In a first step, the present study discusses a theoretically derived, integrative model explaining a cyberbullies behavior referring to individual and structural influencing factors. This model was empirically tested among a sample of 1428 German high school pupils within a two-wave panel survey. Additionally, it was investigated whether the explanation patterns vary depending on the particular audience reached by the cyberbullying behavior. The results showed that technical resources enhanced the perpetration mediated via higher levels of perceived behavioral control. In contrast, social resources and norms also directly favored the perpetration of cyberbullying, however, only if this was witnessed by a certain audience. It is assumed that there is a group of cyberbullies who use the behavior as an instrumental strategy in order to reach socially motivated goals.     

Exploration of an e-learning model to foster critical thinking on basic science concepts during work placements

We designed an e-learning model to promote critical thinking about basic science topics in online communities of students during work placements in higher education. To determine the effectiveness and efficiency of the model we explored the online discussions in two case studies. We evaluated the quantity of the interactions by looking at quantitative data of the discussion ‘threads’ and we evaluated the quality of the discussion by content analysis of the individual messages. Both the procedural facilitation of the discussion and the instrument for content analysis were based on Garrison’s ‘Practical Inquiry model of Cognitive Presence’. Furthermore, we explored the experiences of the students and moderators by interviewing them and we organised their perceptions using the framework of an activity system. On the basis of the quantitative and qualitative data we conclude that the e-learning model was successful in establishing a dialogue among a group of students and an expert during work placements at different locations. The ‘Practical Inquiry model’ was useful in facilitating a sustained on-topic discourse involving critical thinking. Although the amount of critical thinking was moderate, the results suggest ways to increase integration and resolution activities in the online discussions.     

Unplugged: Exploring the costs and benefits of constant connection

Computer-mediated-communication (CMC) is a ubiquitous part of people’s lives, yet little research has investigated attitudes about unplugging, also known as media refusal. In this large-scale lifespan study we surveyed 446 participants ages 14–79 about their feelings and attitudes toward unplugging from CMC for 24 h. We also probed their actual recent experiences of unplugging. We were particularly interested in age differences. As predicted, younger people reported more negative feelings about unplugging, and people who reported higher scores on a loneliness survey also expressed more negative feelings. However, contrary to our hypothesis, there were no significant age differences in the length of time participants typically spent unplugged. Open-ended responses revealed that participants felt a mix of emotions about unplugging from CMC and were ambivalent about its use for connection; “connecting with family and friends” was listed as both a loss and a gain of unplugging. In addition, prior experience unplugging predicted less anxiety about a future anticipated unplugging experience. We discuss age-related themes that emerged about costs and benefits to unplugging, anticipated unplugging activities, reasons for unplugging, and the inherent complexity of retreating from the web of digital technology and its pull of readily available community, connection, and information.     

Analyzing CMC content for what?

Computer mediated communication (CMC) refers to communication between individuals and among groups via networked computers. Such forms of communication can be asynchronous or synchronous and serve a wide variety of useful functions ranging from administration to building understanding and knowledge. As such there are many reasons for interest in analyzing the content of CMC. Foremost among these is the opportunity that the written text is able to offer for various types of analysis. Others have to do with the need to understand human communication patterns in this medium, their conventions, form and functions, the nature of the subtext within it, and how people derive meaning and understanding in such contexts. The papers in this special section of this journal have attempted to closely examine the subject of CMC content analysis. It includes examination of what is involved in the analysis of CMC content, schemes and frameworks for analyzing them, and knowledge building within such contexts.     

A synchronous distance discussion procedure with reinforcement mechanism: Designed for elementary school students to achieve the attending and responding stages of the affective domain teaching goals within a class period

Distance education courses must cope with the difficulties imposed by delivering a class at a distance. As most courses only emphasize the cognitive aspects of the class and neglect the course’s effect on the students, this gives no help for reaching the affective domain teaching goals. Especially for younger students, in distance education, when younger students are out of the sight of teachers, they could easily be distracted by the environment around them. This research outlines a synchronous discussion procedure with reinforcement mechanism designed for elementary school students to integrate the affective aspects of teaching into distance education within a class period. The mechanism allows teachers to understand students’ attitudes within the class and provides instant feedback to the teacher. Learners can also get information about their attitudes and help to reach the affective domain teaching goals of the courses. This mechanism was implemented and investigated. Comparative assessments were made by administering interviews and questionnaires to elementary school students. The results show that the procedure can supervise learners and help them reach the response stage of the affective domain teaching goals.