Lay Theories Regarding Computer-Mediated Communication in Remote Collaboration

Karl Parke, Nicola Marsden, Cornelia Connolly

Abstract


Computer-mediated communication and remote collaboration has become an unexceptional norm as an educational modality for distance and open education, therefore the need to research and analyze students' online learning experience is necessary. This paper seeks to examine the assumptions and expectations held by students in regard to computer-mediated communication and how their lay theories developed and changed within the context of their practical experiences in conducting a remote collaborative project, through computer-mediated communication. We conducted a qualitative content analysis of students' final reports from an inter-institutional online course on computer-mediated communication and remote collaboration. The results show that students’ assumptions were altered and indicate the strong benefits of teaching how to collaborate remotely, especially if a blended approach of theory and practical application are combined.


Keywords


Distance Learning; Computer-mediated Communication; Lay Theories; remote collaboration

Full Text:

HTML PDF XML

References


Andersen, R., & Ponti, M. (2014). Participatory pedagogy in an open educational course: challenges and opportunities. Distance education, 35(2), 234-249. https://doi.org/10.1080/01587919.2014.917703

Ang, C.S., Talib, M.A., Tan, K.A., Tan, J.P., & Yaacob, S.N., (2015). Understanding computer-mediated communication attributes and life satisfaction from the perspectives of uses and gratifications and self-determination. Computers in Human Behavior, 49, 20–29. http://dx.doi.org/10.1016/j.chb.2015.02.037

Carlson, J. R., Zivnuska, S., Harris, R. B., Harris, K. J., & Carlson, D. S. (2016). Social Media Use in the Workplace: A Study of Dual Effects. Journal of Organizational and End User Computing (JOEUC), 28(1), 15-31.

Chen, K.C., Yen, C.D., Hung, S.Y., & Huang, H.A. (2008). An exploratory study on the selection of communication media: the relationship between flow and communication outcomes. Decision Support Systems, 45(4), 822–832.

Cheney, G., & Ashcraft, K. L. (2007). Considering “the professional” in communication studies: Implications for theory and research within and beyond the boundaries of organizational communication. Communication theory, 17(2), 146-175. https://doi.org/10.1111/j.1468-2885.2007.00290.x

December, J. (1996), Units of Analysis for Internet Communication. Journal of Computer-Mediated Communication, 1, 0. https://doi.org/10.1111/j.1083-6101.1996.tb00173.x

Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 127-148. http://dx.doi.org/10.1080/01587910500081376

Dennen, V. P., Darabi, A. A., & Smith, L. J. (2007). Instructor–learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance education, 28(1), 65-79. http://dx.doi.org/10.1080/01587910701305319

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040.

Ebersole, S., (2000). Uses and gratifications of the web among students. Journal of Computer-Mediated Communication, 6(1), 1–17.

Ellison, N. B., Gibbs, J. L., & Weber, M. S. (2014). The Use of Enterprise Social Network Sites for Knowledge Sharing in Distributed Organizations: The Role of Organizational Affordances. American Behavioral Scientist. https://doi.org/10.1177/0002764214540510

Fiske, S. T., & Taylor, S. E. (2013). Social cognition: From brains to culture: Sage.

Furnham, A. (2013). Lay theories: Everyday understanding of problems in the social sciences. Pergamon Press.

Groeben, N. (2014). Die Handlungsperspektive als Theorierahmen für Forschung im pädagogischen Feld. In Informationsverarbeitung und Entscheidungsverhalten von Lehrern, M. Hofer Ed. Urban & Schwarzenberg, München, 17-48.

Groeben, N. & Scheele, B. (2000). Dialogue-hermeneutic method and the research program subjective theories. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 1(2), Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/1079

Haridakis, P., & Hanson, G., (2009). Social interaction and co-viewing with YouTube: blending mass communication reception and social connection. Journal of Broadcasting Electronic Media, 53(2), 317–335.

Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.

Hong, Y. Y., Levy, S. R., & Chiu, C. Y. (2001). The contribution of the lay theories approach to the study of groups. Personality and Social Psychology Review, 5, 98-106.

Howard, C. D. (2011). An instructional paradigm for the teaching of computer-mediated communication. Instructional Science, 40(3), 493-513. https://doi.org/10.1007/s11251-011-9187-0

Hunt, D., Atkin, D., & Krishnan, A., (2012). The Influence of computer-mediated communication apprehension on motives for facebook use. Journal of Broadcasting Electronic Media 56(2), 187–202.

Igou, E. R. (2004). Lay theories in affective forecasting: The progression of affect. Journal of experimental social psychology, 40(4), 528-534.

Kaye, B.K., & Johnson, T.J., (2002). Online and in the know: uses and gratifications of the web for political information. Journal of Broadcasting Electronic Media, 46(1), 54–71.

Knight-McCord, J., Cleary, D., Grant, N., Herron, A., Lacey, T., Livingston, T., & Emanuel, R. (2016). What social media sites do college students use most? Journal of Undergraduate Ethnic Minority Psychology, 2, 21.

Kruglanski, A.W. (2013). The psychology of closed mindedness. Psychology Press.

Levy, S. R. (1999). Reducing Prejudice: Lessons From Social Cognitive Factors Underlying Perceiver Differences in Prejudice. Journal of Social Issues, 55(4), 745-765.

Levy, S. R., Plaks, J. E., Hong, Y., Chiu, C., & Dweck, C. S. (2001). Static versus dynamic theories and the perception of groups: Different routes to different destinations. Personality and Social Psychology Review, 5(2), 156-168.

Marsden, N., & Connolly, C. (2010). Pedagogical Patterns for Computer-Mediated Communication. In M. B. Nunes & M. McPherson (Eds.), Proceedings of the IADIS International Conference e-Learning 2010 (Vol. II) (pp. 27-32): IADIS Press.

Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution. Beltz, Klagenfurt.

McQuail, D. (2005). Mcquail’s Mass Communication Theory. London: SAGE Publications.

Ou, C.X.J., & Davison, R.M., (2011). Interactive or interruptive? Instant messaging at work. Decision Support System, 52(1), 61–72.

Papacharissi, Z., Rubin, A.M., (2000). Predictors of Internet use. Journal of Broadcasting Electronic Media, 44(2), 175–196.

Sheldon, K.M., Abad, N., & Hinsch, C. (2011). A two-process view of Facebook use and relatedness need-satisfaction: disconnection drives use, and connectedness rewards it. Journal of Personality and Social Psychology, 100(4), 766–775.

Sjoberg, U. (1999). The rise of the electronic individual: a study of how young Swedish teenagers use and perceive the Internet. Journal of Telematics Informatics, 16(3), 113–133.

Snyder, M. (1984). When belief creates reality. Advances in experimental social psychology, 18, 247-305.

St. Amant, K. (2002). When cultures and computers collide rethinking computer-mediated communication according to international and intercultural communication expectations. Journal of Business and Technical Communication, 16(2), 196–214.

Sun, S. (2008). An examination of disposition, motivation, and involvement in the new technology context. Journal of Computers in Human Behavior, 24(6), 2723–2740.

Sun, S., Rubin, A.M., & Haridakis, P.M. (2009). The role of motivation and media involvement in explaining internet dependency. Journal of Broadcasting Electronic Media, 52(3), 408–431.

Thompson, E. W., & Savenye, W. C. (2007). Adult Learner Participation in an Online Degree Program: A program-level study of voluntary computer-mediated communication. Distance Education, 28(3), 299-312. http://dx.doi.org/10.1080/01587910701611336

Treem, J. W., Dailey, S. L., Pierce, C. S., & Leonardi, P. M. (2015). Bringing Technological Frames to Work: How Previous Experience with Social Media Shapes the Technology's Meaning in an Organization. Journal of Communication, 65(2), 396-422. https://doi.org/10.1111/jcom.12149

Walther, J. B. (2013). Commentary: Affordances, Effects, and Technology Errors. Annals of the International Communication Association, 36(1), 190-193. https://doi.org/10.1080/23808985.2013.11679131

Walther, J. B. & Parks, M. R. (2002). Cues filtered out, cues filtered in: Computer-mediated communication and relationships. Handbook of interpersonal communication, 3, 529-563.

Walther, J. B., Van Der Heide, B., Ramirez Jr, A., Burgoon, J. K., & Peña, J. (2015). Interpersonal and Hyperpersonal Dimensions of Computer-Mediated Communication. In S. Shyam Sundar (Ed.). The Handbook of the Psychology of Communication Technology, First Edition. John Wiley & Sons, Inc.

Wolfradt, U., & Doll, J. (2001). Motives of adolescents to use the Internet as a function of personality traits, personal and social factors. Journal of Educational Computing Research, 24(1), 13–27. http://dx.doi.org/10.2190%2FANPM-LN97-AUT2-D2EJ




DOI: http://dx.doi.org/10.5944/openpraxis.9.1.502

Refbacks

  • There are currently no refbacks.