Social Identity, Group Processes, and Performance in Synchronous Computer-Mediated Communication.

2004 ◽  
Vol 8 (1) ◽  
pp. 27-39 ◽  
Author(s):  
Nicolas Michinov ◽  
Estelle Michinov ◽  
Marie-Christine Toczek-Capelle
Author(s):  
Stephen A. Schrum

As creative people inhabit virtual worlds, they bring their ideas for art and performance with them into these brave new worlds. While at first glance, virtual performance may have the outward trappings of theatre, some believe they don’t adhere to the basic traditional definition of theatre: the interaction between an actor and an audience. Detractors suggest that physical presence is required for such an interaction to take place. However, studies have shown that computer mediated communication (CMC) can be as real as face-to-face communication, where emotional response is concerned. Armed with this information, the author can examine how performance in a virtual world such as Second Life may indeed be like “real” theatre, what the possibilities for future virtual performance are, and may require that we redefine theatre for online performance venues.


Communication ◽  
2015 ◽  
Author(s):  
Eun-Ju Lee ◽  
Soo Youn Oh

Computer-mediated communication (CMC) is an umbrella term that encompasses various forms of human communication through networked computers, which can be synchronous or asynchronous and involve one-to-one, one-to-many, or many-to-many exchanges of text, audio, and/or video messages. Early research has focused largely on how mediation by technology alters the processes and outcomes of social interaction and group processes, addressing issues such as how people express and construe self-identity, form and manage impressions, develop and maintain relationships, build communities, collaborate at a distance and make collective decisions, mostly in contrast to non-mediated, face-to-face communication. As such, core theories that guided earlier studies highlight the dearth of socio-contextual information as the defining characteristic of CMC working to its disadvantage. However, they were soon challenged by alternative models underscoring individual users’ active accommodation to the limited channel capacity and even more strategic appropriation of the constraints of the medium. In a similar vein, the dichotomous view that differentiates the “real” from the “virtual” gradually was replaced by the perspective that underscores the blurring boundary and the fluid interaction between the two. At the same time, researchers have also investigated who turns to online communication as opposed to offline, face-to-face interaction, and with what consequences. Going beyond dyadic interaction between unacquainted individuals, social and psychological implications of CMC have also been examined in various contexts, such as distributed workgroups (computer-supported cooperative work: CSCW), social network sites (SNSs), and online games.


Author(s):  
Maria Luisa Perez-Guerrero ◽  
Jose Maria Monguet-Fierro ◽  
Carmina Saldaña-Garcia

The purpose of the chapter is the analysis of mobile applications as performance and informal learning support tools that facilitate the development of the psychotherapy process. The “e-therapy” has become a common term to refer the delivery of mental health services, on-line or related to a computer mediated communication between a psychotherapist and the patient. Initially, a background on e-therapy will be provided through the analysis of the existing related literature, the description of the state of the art. After this general view as starting point, the “self-help therapy”–a kind of e-therapy where the concept of patient empowerment is important– will be exposed to depict the importance of patient activities beyond the clinical settings in the rehabilitation process. Then, the integration of mobile devices in the psychotherapy process will be explained considering how their technological features support patient therapeutic activities like behavior assessment and informal mobile learning. The relation of the mobile devices with psychotherapist work activities such as evidence gathering and patient monitoring will also be explained. The chapter follows with a discussion on the mobile learning practices as a source of potential strategies that can be applied in the therapeutic field and finally a set of recommendations and future directions are described to explore new lines of research.


Author(s):  
Umer Farooq ◽  
Peter G. Fairweather ◽  
Mark K. Singley

Computer-Supported Cooperative Work (CSCW) is largely an applied discipline, technologically supporting multiple individuals, their group processes, their dynamics, and so on. CSCW is a research endeavor that studies the use of, designs, and evaluates computer technologies to support groups, organizations, communities, and societies. It is interdisciplinary, marshalling research from different disciplines such as anthropology, sociology, organizational psychology, cognitive psychology, social psychology, and information and computer sciences. Some examples of CSCW systems are group decision support systems (e.g., Nunamaker, Dennis, Valacich, Vogel, & George, 1991), group authoring systems (e.g., Guzdial, Rick, & Kerimbaev, 2000), and computer-mediated communication systems (e.g., Sproull & Kiesler, 1991). Behavioral and social sciences provide a rich body of research and theory about principles of human behavior. However, researchers and developers have rarely taken advantage of this trove of empirical phenomena and theory (Kraut, 2003). Recently, at the 2004 Conference on CSCW, there was a panel discussion chaired by Sara Kiesler (Barley, Kiesler, Kraut, Dutton, Resnick, & Yates, 2004) on the topic of incorporating group and organization theory in CSCW. Broadly speaking, the panel discussed some theories applicable to CSCW and debated their usefulness. In this article, we use the theory of small groups as complex systems from social psychology in a brief example to allude to how it can be used to inform CSCW methodologically and conceptually.


Author(s):  
Long V. Nguyen ◽  
Cynthia White

This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an eight-semester BA in TESOL program in a large university in Central Vietnam. Using a sociocultural lens, the nature of discussion was compared in two modes of exchanges, SCMC versus face-to-face (FTF), through analysis of discussion transcripts supported by questionnaire data, interviews and observations. The first level of analysis, participation, revealed that the online students, collaborating in an academic task for the first time via SCMC, produced fewer words, but spent more time, during the discussion process. More equal contribution was a marked feature of the SCMC mode. For the second level of analysis examining the interactional nature and pattern of discussion, transcripts were analyzed according to socioaffective, organizational and sociocognitive themes, and their emergent subcategories. Clear differences were evident between the two settings regarding group processes, leadership, negotiation and consensus. It is argued that for these tertiary Vietnamese EFL learners, the FTF groups were more product-oriented in the discussion task, while the online groups presented a more process-oriented style of learning.


2009 ◽  
pp. 33-54
Author(s):  
Marina Mura ◽  
Massimo Martini

- In this article, we analyzed the concept of social identity complexity - a theoretical construct that refers to an individual's subjective representation of the interrelationships among his or her multiple group identities - in presence and virtual experiences. We thought social identity complexity reflects the degree of overlap perceived to exist between groups of which a person is simultaneously a member. Today, computer mediated communication (CMC) has a main point and meaningful influence in the construction of the social identity but the interaction with entity cognitive and the different levels of mediation has been a little considered.


2006 ◽  
Vol 21 (4) ◽  
pp. 272-283 ◽  
Author(s):  
Enrique Canessa ◽  
Rick L. Riolo

Organizations that make use of computer information systems (CIS) are prototypical complex adaptive systems (CAS). This paper shows how an approach from Complexity Science, exploratory agent-based modeling (ABM), can be used to study the impact of two different modes of use of computer-mediated communication (CMC) on organizational culture (OC) and performance. The ABM includes stylized representations of (a) agents communicating with other agents to complete tasks; (b) an OC consisting of the distribution of agent traits, changing as agents communicate; (c) the effect of OC on communication effectiveness (CE), and (d) the effect of CE on task completion times, that is, performance. If CMC is used in a broad mode, that is, to contact and collaborate with many, new agents, the development of a strong OC is slowed, leading to decreased CE and poorer performance early on. If CMC is used in a local mode, repeatedly contacting the same agents, a strong OC develops rapidly, leading to increased CE and high performance early on. However, if CMC is used in a broad mode over longer time periods, a strong OC can develop over a wider set of agents, leading to an OC that is stronger than an OC which develops with local CMC use. Thus broad use of CMC results in overall CE and performance that is higher than is generated by local use of CMC. We also discuss how the dynamics generated by an ABM can lead to a deeper understanding of the behavior of a CAS, for example, allowing us to better design empirical longitudinal studies.


Author(s):  
Long V. Nguyen ◽  
Cynthia White

This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an eight-semester BA in TESOL program in a large university in Central Vietnam. Using a sociocultural lens, the nature of discussion was compared in two modes of exchanges, SCMC versus face-to-face (FTF), through analysis of discussion transcripts supported by questionnaire data, interviews and observations. The first level of analysis, participation, revealed that the online students, collaborating in an academic task for the first time via SCMC, produced fewer words, but spent more time, during the discussion process. More equal contribution was a marked feature of the SCMC mode. For the second level of analysis examining the interactional nature and pattern of discussion, transcripts were analyzed according to socioaffective, organizational and sociocognitive themes, and their emergent subcategories. Clear differences were evident between the two settings regarding group processes, leadership, negotiation and consensus. It is argued that for these tertiary Vietnamese EFL learners, the FTF groups were more product-oriented in the discussion task, while the online groups presented a more process-oriented style of learning.


2012 ◽  
Vol 29 (1) ◽  
pp. 195 ◽  
Author(s):  
Bouchaib Bahli

<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0in 36.2pt 0pt 0.5in; text-align: justify; mso-pagination: none;" class="MsoNormal"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">Studies of managers and knowledge workers reveal that they spend a significant amount of their time in meetings, suggesting that meetings are an important part of one's working life. Findings in Group Support Systems research suggest that using computer-mediated communication enhances idea production in group meetings. Nevertheless, little attention has been given to how the communication medium, in electronic brainstorming, influences group meeting performance. Using a laboratory experiment, 259 subjects were randomly assigned to 51 groups. Three different treatment conditions were used: no public screen, public screen presented at the end of the meeting session, and public screen provided throughout. The results show that there is a significant performance difference between groups under the three treatment conditions. The findings of this study offer striking evidence that there are social group processes that may account for these performance differences including the self-evaluation potential, social loafing and performance matching effects. Implications of these findings for both researchers and practitioners are discussed. </span></span></p><span style="font-family: Times New Roman; font-size: small;"> </span>


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