Use of media devices has evolved over the past 10–15 years and the resulting effects on family communication are of interest for this study. Through 26 semi-structured interviews, the authors sought to understand the role mobile devices play in family communication. Qualitative grounded theory analysis was used to find themes and interpret results (Creswell, 2013). One overarching paradoxical theme emerged from these data, family connect–family disconnect. In family connect, categories of across distance, reassurances, and boundaries are shared. Within family disconnect, distractions, misunderstandings, and negative emotional responses are conveyed. Future research avenues recommended are decision making related to mobile devices based on values and morals, in-depth social media and app usage, emoji emotional responses, individuals under 18 and between 18 and 30 years old, and a network analysis of one extended family.

The experiences of Tourette syndrome (TS) caregivers with supportive communication are examined in this qualitative investigation. TS is a childhood-onset neurodevelopmental disorder marked by a combination of involuntary verbal and motor tics lasting for more than 1 year. Although individuals are impacted the most by TS, the stress for caring for a child with TS takes an emotional and physical toll on the caregiver. Eleven participants shared their experiences with receiving supportive communication by taking part in semi-structured interviews. Data analysis yielded three themes: (a) TS caregivers describe their experiences as a struggle; (b) they seek out specific social support from friends and families; and (c) they frequently receive social support that increases instead of reducing stress.

Through qualitative measures, this article seeks to explore the efficacy of cell phones within college-level instructional design specifically through the eyes of the professor. Three main themes evolved from this data: Pedagogical Approaches, Value, and Setting Behavioral Expectations. Based on interviews with ten college professors regarding their experiences with the use of mobile devices within instructional design, findings show that when establishing the right balance with intentional and/or impromptu pedagogical approaches, that value and motivation is evident. Setting behavioral expectations was recommended by all participants in order to convey solid expectations; all expectations were unique, yet successful within the participants' classroom. Participants discussed their experiences within all of those areas and how they utilize cell phones to motivate students, how they set appropriate boundaries, and the overall effectiveness of the cell phone usage in the college classroom is explored.

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The development of mobile communication technologies and their associated professional usage within the domestic (nonwork) sphere proves challenging to understand and to establish work–life balance. To understand the foundational decisions to incorporate technology (mobile devices) within our domestic time and space, this study explores how individuals use their mobile device for professional or work-oriented communication within the nonwork or domestic sphere. Using Domestication Theory as an important guide, the research explored how the border between the two domains (spheres) were managed. From 32 semi-structured interviews, this qualitative study uncovered 2 overarching themes: Control of Time and Influences. These themes provide understanding of the role mobile devices play in professional communication decisions, what control participants have, and how individuals manage work permeations into the domestic sphere. This research makes a theoretical contribution in the spirit of Clark’s Work/Family Border Theory. With the infusion of mobile devices, a model is proposed offering a fresh perspective of how borders are conceptualized in organizational and familial communication in this context.

Through qualitative measures, this article seeks to explore the efficacy of cell phones within college-level instructional design specifically through the eyes of the professor. Three main themes evolved from this data: Pedagogical Approaches, Value, and Setting Behavioral Expectations. Based on interviews with ten college professors regarding their experiences with the use of mobile devices within instructional design, findings show that when establishing the right balance with intentional and/or impromptu pedagogical approaches, that value and motivation is evident. Setting behavioral expectations was recommended by all participants in order to convey solid expectations; all expectations were unique, yet successful within the participants' classroom. Participants discussed their experiences within all of those areas and how they utilize cell phones to motivate students, how they set appropriate boundaries, and the overall effectiveness of the cell phone usage in the college classroom is explored.

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