Patterns of email use by teachers and implications: A Singapore experience

Hu, Chun; Wong, Angela F. L.; Cheah, Horn Mun; Wong, Philip

doi:10.1016/j.compedu.2009.04.007

Cited by 17 publications

(12 citation statements)

References 27 publications

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“…On the positive side, it is suggested that digital communication should be reserved for academic issues and concrete information, whereas sensitive, serious or complex topics should be dealt with through personal contact. Previous studies have also shown that parents and teachers share this conviction (Bouffard, 2008;Hu et al, 2009;Thompson et al, 2015), leading us to the conclusion that schools must combine both methodstraditional and digital-in order to take advantage of the strengths of each one (Goodall, 2016;Heath et al, 2015). As Hu et al (2009) asserted, the role of ICT is just to redistribute the channels for messages to be communicated according to the nature and purpose of such messages.…”

Section: Self-efficacymentioning

confidence: 98%

“…Unlike much prior research (Davis et al, 1989;Hu et al, 2003) that states that perceived ease of use is a significant secondary determinant of usage, we support the idea that perceived ease of use is an essential issue when studying ICT integration due to its strong alignment with computer literacy. Consequently, although recent studies have suggested that the large majority of parents and teachers are digitally competent (Hu et al, 2009;Özdamli & Yildiz, 2014), perceived ease of use has to be seen as a belief that might constrain the use of digital media in those parents and teachers whose level of digital competency remains low (Lewin & Luckin, 2010;Ozcinar & Ekizoglu, 2013). Concerning application, a lack of visual and auditory cues, which are key elements in verbal communication, was at the heart of the participants' discourses.…”

Section: Self-efficacymentioning

confidence: 99%

“…lack of non-verbal cues, and concerns about e-mail replacing FTF communication were two important problems also perceived by families and teachers (Hu et al, 2009;Thompson, 2009).…”

mentioning

confidence: 99%

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Digital media for family-school communication? Parents' and teachers' beliefs

Bordalba

Bochaca

2019

Computers & Education

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The use of digital media for parent-teacher communication is increasing. However, many parents and teachers are still reluctant to use such media to enhance two-way pedagogical communication between parents and teachers. This paper explores which of the parents' and teachers' beliefs have an influence on ICT implementation for such communication. We first developed a theoretical model as an adaptation of the Decomposed Theory of Planned Behaviour tailored specifically to address technological acceptance in parent-teacher interactions. Then we applied the proposed model to our data in order, firstly, to examine which beliefs support or constrain the use of digital media and, secondly, to compare the participants' views (parents and/or teachers from schools with different degrees of ICT implementation for parent-teacher communication) on using e-mails and online platforms to communicate with each other. The data were obtained from interviews with 30 families and 35 teachers from 11 different schools in Spain. The findings revealed that parents and teachers hold a set of beliefs about the use of digital media: beliefs about the medium (based on the characteristics of e-mails and online platforms) and beliefs about the context (based on their perceptions of the setting and of themselves), with the latter being the most important barriers to the use of digital media, particularly for teachers. The findings also showed that parents and teachers display more positive stances on the use of digital media in schools where the management team promotes the use of e-mails or online platforms for family-school communication. A major implication of these findings is that management teams should take the first step to introduce digital media to communicate with families. These findings are also important for researchers as they provide a framework to guide further studies, and give an insight into a field in which the literature is scarce.

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Section: Self-efficacymentioning

confidence: 98%

Section: Self-efficacymentioning

confidence: 99%

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Digital media for family-school communication? Parents' and teachers' beliefs

Bordalba

Bochaca

2019

Computers & Education

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“…Then, some hypotheses, such as knowledge of email functions, confirmed that better knowledge after the training support more efficient email communication. The fact that it is important to spread the best practices in using email is also mentioned in [8]. It was claimed that using the best practices has domino effect thus enhancing a better picture of communication and relationships.…”

Section: B Practical Researchmentioning

confidence: 99%

Email Overload: Causes, Consequences and the Future

Vacek¹

2014

IJTEF

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Abstract-Email overload is a term that was defined by scientists to define a state when users are hardly capable of managing all of their incoming messages and consequently their regular work. The first signs of this problem are from 90's and today we can argue whether much has changed to better or worse since then. This paper, again, attempts to describe the problem and unlike other works which concentrate mostly on its consequences studies the causes that should be eliminated. A case study was carried out among employees at University of Hradec Králové to describe the current state and later the results were compared to another dataset obtained from the Enron email corpus. The results suggest that behavior of users has not changed much between years 2001 and 2012 and the same communication patterns still occur and cause many hours being used inefficiently dealing with unwanted emails. The paper concludes with possible future solutions that would help to resolve the problem should these undesired patterns be eliminated.

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“…Barson, Frommer, & Schwartz, 1993;Hu, Cheah, & Wong, 2009;Lewis, Treves, & Shaindlin, 1997;Vinagre, 2008;Yu & Zeng, 2011). However, most studies are task-based, focusing on cost, efficiency, and productivity.…”

Section: Introductionmentioning

confidence: 99%

Role of Email in Intercultural Communication of Criticism in a Chinese English Curriculum Reform Context

Lv¹

2018

ELT

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Western teachers working in China often experience cultural conflicts arising from, for instance, the ways that Chinese students perceive face and express criticism. To better understand these face-concerned conflicts, this paper explores the role and significance of email for a group of Chinese students to communicate pedagogical criticism with their western teacher as part of an undergraduate program in Communicative Language Teaching (CLT). A quantitative and qualitative examination of the politeness strategies employed by the Chinese students in their critical emails revealed the three roles of email: email as a safe, polite and effective channel for the Chinese students to express critical views directly (without turning to a third party) and collectively (on behalf of the other students), email as a major means for their western teacher to be informed about problems privately, and email as a springboard for the western teacher to communicate later with more other students publicly. What was criticized in the emails indicated the fundamental disparities in their perceptions of knowledge, the identity of English, and the classroom behavior of silence. Interpretation and discussion of findings were informed by the studies of Chinese psychology and the writer's insider knowledge gained from her four-year longitudinal participant observation.

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Patterns of email use by teachers and implications: A Singapore experience

Cited by 17 publications

References 27 publications

Digital media for family-school communication? Parents' and teachers' beliefs

Digital media for family-school communication? Parents' and teachers' beliefs

Email Overload: Causes, Consequences and the Future

Role of Email in Intercultural Communication of Criticism in a Chinese English Curriculum Reform Context

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