Teaching group discussion via computer‐mediated communication

Phillips, Gerald M.; Santoro, Gerald M.

doi:10.1080/03634528909378748

Cited by 62 publications

(27 citation statements)

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“…Moreover, the positive responses of students in this study are consistent with findings from similar studies (Hiltz, 1990(Hiltz, , 1993Phillips & Santoro, 1989).…”

Section: Student Evaluations Of the Cmd Systemsupporting

confidence: 95%

Computer‐mediated communication in the university classroom: An experiment with on‐line discussions

Althaus

1997

Communication Education

203

134

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“…Moreover, the positive responses of students in this study are consistent with findings from similar studies (Hiltz, 1990(Hiltz, , 1993Phillips & Santoro, 1989).…”

Section: Student Evaluations Of the Cmd Systemsupporting

confidence: 95%

Computer‐mediated communication in the university classroom: An experiment with on‐line discussions

Althaus

1997

Communication Education

203

134

View full text Add to dashboard Cite

“…The students also reported the perception that the development of trust and rapport among their peers was slowed by the online format, as compared with a traditional class. These results are consistent with findings from a number of other studies suggesting that the online format, because of its lack of spontaneity, absence of non-verbal cues, and lack of media richness is incapable of facilitating meaningful interaction among students and between students and their teachers, leading to isolation and a preference for the traditional, face-to-face format (Phillips and Santoro, 1989;Sproull and Kiesler, 1986;Siegel, Dubrovsky, Kiesler, and McGuire, 1986;Kiesler, 1986;Culnan and Markus, 1987;Poole, 2000;Hollingshead, McGrath, and O'Conner, 1993;Rice 1984Rice , 1993Rice and Case, 1983;Steinfeld, 1986;Trevino, Daft, Lengel, 1990;Foulger, 1990).…”

Section: Interactionsupporting

confidence: 82%

AMP: A tool for characterizing the pedagogical approaches of MOOCs

Swan¹,

Day²,

Bogle³

et al. 2014

e-mentor

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Online instruction has become part of the core of higher education and a voluminous literature has developed establishing that online instruction is just as effective as face-to-face learning. Simultaneously, however, pervasive reports of isolation and attrition among online learners, attributed to the presumed inability of online classes to support the substantive social interaction and sense of community among learners, have led some to conclude that online learning is not suitable for students who highly value interaction and who cannot function well independently. This study, however, explores how innovations in online instructional media and design may heighten interaction and community building among online learners.This study examines how the use of an online virtual environment impacts on student learning experiences in terms of four constructs: Presence, social presence, social interaction, and sense of community. During this ethnography, the online class proceedings of four hybrid classes were observed over the course of three academic terms. The transcripts of the proceedings, some conducted in the virtual environment and some in an asynchronous discussion forum, were subjected to content analysis to examine how the constructs manifested themselves in the virtual environment, how the environment impacted on their manifestation, how they mutually influenced one another, and how they mutually impacted upon student learning experiences. In addition, the researcher conducted interview and focus group sessions with key informants.The results indicated that the MOO demonstrated stronger manifestations of the constructs than did Blackboard, primarily due to the fast-paced, synchronous exchanges and the ability to display slides which the MOO supported but Blackboard could not.The results suggested that the presence and social presence supported by the MOO promoted the growth of social interaction in both forums which, in turn, promoted the development of sense of community among learners which minimized students' sense of isolation and combated attrition. However, the results also established that the use of the virtual environment was not a panacea, and that the manifestation of the constructs was also dependent upon the pedagogy and degree of involvement and investment in the online forum of both the instructor and the students.

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“…Therefore, they probably meet face to face less often. This position is substantiated by prior research showing that rich media with high social presence can distract team members due to interpersonal interactions (Yoo and Alavi, 2001) and reduce task participation, while lean media may direct their attention to solving the task (Phillips and Santoro, 1989). Dysfunctional teams may communicate less than necessary to fulfill the tasks.…”

Section: H22: Team Climate Typesmentioning

confidence: 56%

“…The negative impacts occur when interpersonal interactions facilitated by rich media distract team members (Yoo and Alavi, 2001). Further, rich media can reduce task participation, while lean media may direct the members' attention to solving the task (Phillips and Santoro, 1989 (Bradner et al, 2005). Additionally, smaller teams are more likely than larger teams to choose media supporting synchronous communication (Bradner et al, 2005).…”

Section: Media and Team Performancementioning

confidence: 99%

Team Climate and Media Choice in Virtual Teams

Figl

Saunders²

2011

THCI

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As work teams become more distributed, effective computer-mediated communication is increasingly impacting their performance. This study investigates how team climate influences communication frequency among team members and their use of different communication media. Data were collected in two information systems courses offered at an Austrian university in which 50 student teams developed web-based applications and conducted usability tests. A team climate framework based on task and social orientation was used to assess the teams' performance and communication patterns. We found that both task and social dimensions of team climate were positively related to higher communication frequency as well as objective and subjective performance. Among other things, the results suggest that a task-oriented climate is especially linked to the use of e-mail, while social orientation is linked to the use of face-to-face meetings. We also found differences in communication patterns and performance across four different types of team climates (fully functioning, cozy, cold, and dysfunctional). The results underscore the importance of both task and social dimensions for a team to perform well. Our study contributes to both the academic literature that investigates factors affecting media choice and the practitioner literature that examines how to manage virtual teamwork effectively.

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Teaching group discussion via computer‐mediated communication

Cited by 62 publications

References 0 publications

Computer‐mediated communication in the university classroom: An experiment with on‐line discussions

Computer‐mediated communication in the university classroom: An experiment with on‐line discussions

AMP: A tool for characterizing the pedagogical approaches of MOOCs

Team Climate and Media Choice in Virtual Teams

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