Group performance and collaborative technology: a longitudinal and multilevel analysis of information quality, contribution equity, and members' satisfaction in computer‐mediated groups

Flanagin, Andrew J.; Park, Hee Sun; Seibold, David R.

doi:10.1080/0363452042000299902

Cited by 25 publications

(14 citation statements)

References 63 publications

(62 reference statements)

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“…Interaction in the discussion groups can change and evolve over time. Therefore, conducting observations over a relatively long period is necessary if we want to pinpoint the reasons for the change and capture the development in group processes (Flanagin et al 2004). In this respect, in the present study, students' traversion through four discussion themes was studied.…”

Section: Discussionmentioning

confidence: 99%

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Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Schellens

Keer

Wever

et al. 2007

Computer Supported Learning

111

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This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N=223 and N=286) participating in discussion groups for one semester. Multilevel analyses were applied to uncover the influence of student, group, and task variables on the one hand, and the specific impact of a particular form of scripting -namely the assignment of roles to group members -on the other. Results indicate that a large part of the overall variability in students' level of knowledge construction can be attributed to the discussion assignment. More intensive and active individual participation in the discussion groups and adopting a positive attitude towards the learning environment also positively relates to a higher level of student knowledge construction. Task characteristics -differences between the consecutive discussion themes -appeared to significantly affect levels of knowledge construction, although further analysis revealed that these differences largely disappeared after correcting for task complexity. Finally, comparisons between both cohorts revealed that the introduction of student roles led to significantly higher levels of knowledge construction. An effect size of 0.5 was detected.

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Section: Discussionmentioning

confidence: 99%

“…In the present study, we considered the methodological problems that have often shown up in this kind of research: a heavy reliance on on-time observation of groups and the tension between individual-level versus group-level analyses (Flanagin et al 2004). …”

Section: Discussionmentioning

confidence: 99%

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Schellens

Keer

Wever

et al. 2007

Computer Supported Learning

111

View full text Add to dashboard Cite

show abstract

“…To perform these analyses, we used an analytical technique capable of using data from both levels of analysis (Bryk & Raudenbush, 1992; Hofmann, 1997; Hofmann, Griffin, & Gavin, 2000). Hierarchical linear modeling is becoming increasingly used in communication research (e.g., Flanagin, Park, & Seibold, 2004; Sanford, 2003) as it allows researchers to analyze data from two or more levels of analyses while accounting for the nonindependence in observations that the nested structure of multilevel data tends to produce (Klein, Dansereau, & Hall, 1994). Our analysis was conducted in Hierarchical Linear and Nonlinear Modeling (HLM) version 6.02.…”

Section: Methodsmentioning

confidence: 99%

Influences on Member Assimilation in Workgroups in High-Reliability Organizations: A Multilevel Analysis

Myers

McPhee

2006

Human Comm Res

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This multilevel investigation examined the effect of group interaction and its influence on individual-level membership variables and group assimilation. The study is based on a model of group socialization developed by Moreland and Levine (1982) and was modified in this study to investigate the development and maintenance of highly interdependent workgroups in a high-reliability organization: a municipal fire department. Using hierarchical linear modeling, we examined individual-and crew-level influence on four assimilation outcomes: involvement, trustworthiness, commitment, and acceptance. At the individual level, acculturation predicted all the four assimilation outcomes. Involvement also was a predictor of the latter sequences of assimilation: commitment and acceptance. The study also found that one crew-level variable-crew performance-affected and modified the influence of tenure, proactivity, involvement, acculturation, and trust on members' commitment. Implications are offered for the influence of group interaction on member assimilation and support for continuing group-level research on assimilation. This study also underscores the utility of multilevel analysis in examining communication at the interpersonal and group levels.

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“…Participation quality is the contribution to performance outcomes provided by an individual's interaction. It is a value measure that is concerned with the contribution that the messages sent by a team member makes to task outcomes [36]. Quality can be seen in the introduction of novel ideas or topics for consideration by the team, as well as in messages focused on task rather than unrelated social communications [37], [38].…”

Section: Input -Individual Team Member Characteristics -Cmc Anxiety mentioning

confidence: 99%

Longitudinal Effects of Computer-Mediated Communication Anxiety on Interaction in Virtual Teams

Fuller

Vician

Brown

2016

IEEE Trans. Profess. Commun.

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Research problem: Organizations continue to rely upon virtual teams, yet knowing how, and for how long, individual members' computer-mediated communication (CMC) anxiety affects virtual team interactions and performance outcomes is not well-known. Research questions: (1) What is the relationship between CMC anxiety and virtual team participation? (2) How does this relationship influence the perceptions of individual performance? (3) Does this relationship persist over time? Literature review: A literature review including communication and media structures, input-mediator-output team effectiveness, and individual CMC anxiety elements indicate researchable negative effects upon virtual team interaction and participation in CMC environments. Higher levels of individual CMC anxiety could dampen participation quantity, participation type (task vs. social), participation quality, and perceptions of individual performance. Further, the initial negative interactions and behaviors could persist over time. Methodology: This quantitative quasi-experimental study involved surveying, observing, and coding the interactions of 22 virtual project teams (consisting of 110 individuals) over a span of four months. The teams used a CMC tool with shared file space and discussion boards to coordinate database design and implementation work. Data were collected from questionnaire surveys, individual message postings, and team project scores. Individual message postings were coded to measure participation quality (task focus and topic introductions) and participation quantity (message count and words per message). Data were analyzed using repeated-measures multivariate analyses along with follow-up univariate statistical testing. Results and conclusions: The results indicate that individuals with higher levels of CMC anxiety participated less, sent fewer task-oriented messages, introduced fewer novel topics, and were rated more poorly by team members on their performance compared to individuals with lower levels of CMC anxiety. The results also show that CMC anxious individuals do send relatively more social-oriented messages, perhaps to compensate for typical apprehensive communication behaviors in a virtual team environment. Additionally, participation quality and quantity and perceptions of performance by CMC anxious team members do not significantly improve, even with repeated interactions over CMC. Although study participants evidenced high engagement with the project tasks, the study is limited by its use of student subjects. The study suggests the importance of team leaders and role definitions for virtual teams, in order to counteract potential unintended effects of CMC technology use masking actual participation and contribution of virtual team members. Future research could investigate the efficacy of interventions for reducing the negative impacts of CMC anxiety in virtual team performance, as well as the influence of individual structures such as CMC anxiety in the use of CMC and team structures in the virtual team environm...

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Group performance and collaborative technology: a longitudinal and multilevel analysis of information quality, contribution equity, and members' satisfaction in computer‐mediated groups

Abstract: This study examined changes in members' satisfaction with group processes as they worked

Cited by 25 publications

References 63 publications

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Influences on Member Assimilation in Workgroups in High-Reliability Organizations: A Multilevel Analysis

Longitudinal Effects of Computer-Mediated Communication Anxiety on Interaction in Virtual Teams

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