Cross-Cultural Communication Patterns In Computer Mediated Communication

Panina, Daria; Kroumova, Maya K.

doi:10.19030/jier.v11i1.9092

Cited by 7 publications

(7 citation statements)

References 9 publications

(2 reference statements)

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“…This finding is in accordance with some other studies (e.g. Panina and Kroumova, 2015), which suggest that national culture does not always explain differences in students' perceptions and behaviors. Thereby, future contributions are necessary to corroborate our findings.…”

Section: Discussionsupporting

confidence: 93%

Managing group work in the classroom: An international study on perceived benefits and risks based on students’ cultural background and gender

Šerić

Praničević

2018

mjcmi

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Section: Discussionsupporting

confidence: 93%

Managing group work in the classroom: An international study on perceived benefits and risks based on students’ cultural background and gender

Šerić

Praničević

2018

mjcmi

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“…A number of authors who examined students' opinions and perceptions have long recognized the need for cross-cultural research in information and communication technology and human behavior (Tarhini et al, 2015). Although contributions on associations between technology and culture are rather limited, national culture was found to influence students' perceptions (Aksoy, 2018), acceptance and adoption of technology (Tarhini et al, 2015), e-mail communication (Panina and Kroumova, 2015) and motives to use social network sites (Kim et al, 2011). Moreover, it should be noted that both NVC and perception of expertise are culturally based and culturally biased.…”

Section: The Impact Of Culture On Technology and Human-related Factorsmentioning

confidence: 99%

The impact of communication technology vs human-related factors on classroom performance: a cross-cultural study

Šerić

2020

IJILT

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PurposeThis paper examines the impact of communication technology and human-related factors on teacher, student and course performance, in particular on teacher's clarity, perceived value of the course and student learning.Design/methodology/approachCommunication technology factors are analyzed in terms of social media use, while human-related factors are considered through teacher expertise and communication skills, more specifically non-verbal communication (NVC). The research model is tested on a sample of 303 students from two European universities, one in Southwestern and another in Southeastern Europe.FindingsFindings reveal dominance of human factors over technology ones. Culture moderates some of the relationships examined.Research limitations/implicationsNotwithstanding the relatively limited sample of students according to their national culture, this work offers valuable insights into the impact of technology use in classroom and teacher communication skills.Practical implicationsTeacher NVC and expertise override their use of technology-mediated communication in classroom. Findings have raised important questions whether social media applications should actually have place in nowadays education systems. What seems clear from this research is that technology advancements cannot replace teachers, although further research is necessary to re-examine their impact on different student outcomes and in different cultural contexts.Originality/valueThe originality of this paper lies in comparing the impact of technology vs human-related factors on classroom performance. An additional contribution is provided by considering the moderating role of national culture within the proposed research model.

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“…Content of speech was also included by Castaneda et al (2013) including the appropriateness of small talk, and whether speech is more direct and concise or more likely to be indirect and figurative. Others have referred to the level of directness as low-context for more direct styles and high-context for less direct styles (Panina & Kroumova, 2015) that rely more heavily on individuals' abilities to 'read between the lines.' Finally, Castaneda et al (2013) described several examples of behaviors that might be considered appropriate and ethical in some cultures but unethical in others.…”

Section: Cultural Dimensionsmentioning

confidence: 99%

Maximizing the Effectiveness of Global Virtual Teams

Eagle¹

2020

Day 4 Thu, October 29, 2020

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Global virtual teams (GVTs) are an ever-expanding reality in today's oilfield. In comparison to a traditional team in which individuals are co-located and regularly work face-to-face to accomplish their goals, GVTs work while separated by time, space and even culture. Their use allows organizations to leverage a concentrated group of technical experts in combination with local teams. However, GVTs operate differently than co-located teams. When organizations assume otherwise, they are likely to be disappointed with the results. This paper consists of a review of scholarly literature along with news sources, observations and interviews with individuals who work in GVTs in the oilfield. Maximizing the benefit of GVTs requires organizations to acknowledge and accommodate the manners in which global virtual teams differ from co-located teams. When this is not done, teams will lack efficiency, yield poorer performance, and result in a less satisfied workforce. While personal leadership styles such as transformational leadership are often found to be most effective for co-located teams, shared leadership as well as styles that are less relationship-based may be more effective when face-to-face interactions are less accessible. Much of the communication in global virtual teams is computer-mediated and asynchronous, for example, by email. Without body language, tone of voice, and real-time reactions, this kind of communication often invites misunderstandings and fails to convey team member intent. This can be especially challenging during inter-cultural communication. Technologies such as phone calls, web- and video-conferencing, and even augmented reality can enrich and improve the effectiveness of communication. Flexible scheduling can also help teams who are separated by multiple time-zones. Finally, team cohesion and effectiveness can be substantially improved through judicious use of travel for working site visits where teams have a chance to work together in real-time as well as engage in personal social interactions. Increasing the intentionality with which organizations support and manage their GVTs has the potential to substantially increase their effectiveness. Despite the prevalence of GVTs in oilfield organizations, a search on this topic in the OnePetro oilfield literature database yields few results. This paper describes many of the challenges that exist within global virtual teams that are less likely to be present within co-located teams. It also proposes leadership strategies, technology, and other methods that organizations can use to overcome these challenges and maximize the effectiveness of their GVTs.

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Cross-Cultural Communication Patterns In Computer Mediated Communication

Abstract: ABSTRACT

Cited by 7 publications

References 9 publications

Managing group work in the classroom: An international study on perceived benefits and risks based on students’ cultural background and gender

Managing group work in the classroom: An international study on perceived benefits and risks based on students’ cultural background and gender

The impact of communication technology vs human-related factors on classroom performance: a cross-cultural study

Maximizing the Effectiveness of Global Virtual Teams

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