The impact of identity on anxiety during wiki editing in higher education

2014 ◽  
Vol 27 (1) ◽  
pp. 56-65 ◽  
Author(s):  
Benjamin Richard Cowan ◽  
Mervyn A. Jack
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Content Type ◽  
Computer Mediated ◽  
Bulletin Boards ◽  
Psychology Course ◽  
The Impact ◽  
System Characteristics

Purpose – Although wikis are common in higher education, little is known about the wiki user experience in these contexts and how system characteristics impact such experiences. The purpose of this paper is to explore experimentally the hypothesis that changing the anonymity of identity when editing wikis will impact significantly on user editing anxiety and that this may be dependent on the type of edit being conducted. Design/methodology/approach – This hypothesis was explored using a controlled experiment study whereby users were given excerpts to include in their own words on a wiki site used for a psychology course. Users edited the wiki anonymously, using a pseudonym relevant to the context (a matriculation number) and using a full named identity. Users were also either asked to add content to the wiki or to delete and replace content on the wiki site. Findings – The paper found that users experienced significantly less anxiety when editing anonymously compared to when editing with a pseudonym or full name and that the type of edit being conducted did not impact the anxiety felt. Originality/value – The research highlights that the effects of anonymity discussed are also in operation in a wiki context, a more fundamentally anonymous context compared to blogs, bulletin boards or general computer-mediated communication tools.

The impact of anonymous, two-way, computer-mediated communication on perceived whistleblower credibility

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jacob A. Young ◽  
James F. Courtney ◽  
Rebecca J. Bennett ◽  
Timothy Selwyn Ellis ◽  
Clay Posey
Keyword(s):  
Computer Mediated Communication ◽  
Empirical Support ◽  
Mediated Communication ◽  
Research Directions ◽  
Content Type ◽  
Computer Mediated ◽  
Reporting Systems ◽  
New Research ◽  
The Impact ◽  
Practical Implications

PurposeThe purpose of this study was to investigate the impact of two-way, computer-mediated communication on investigator perceptions of whistleblower credibility.Design/methodology/approachInvestigators were recruited to participate in an online experiment that tasked subjects with evaluating simulated two-way, computer-mediated communication between an investigator and whistleblower. Several rival explanations were also examined to account for potential confounds.FindingsWhile anonymous whistleblowers were perceived to be less credible than identified whistleblowers when reporting via one-way communication, perceived whistleblower credibility was not statistically different when using two-way communication. Further, investigators allocated statistically similar amounts to investigate anonymous and identified reports.Research limitations/implicationsBased upon the results of this study, several new research directions can be explored with respect to maintaining anonymity, assessing credibility and designing reporting systems.Practical implicationsThe results support the use of anonymous, two-way communication in whistleblowing reporting systems. Anonymous whistleblowers would benefit from the ability to maintain an active dialogue with investigators without jeopardizing their safety or the investigation.Social implicationsThis study provides empirical support for strengthening whistleblowing reporting channels through the adoption of anonymous, two-way, computer-mediated communication. Doing so can better preserve the anonymity of those willing to report wrongdoing and better protect them from potential retaliation.Originality/valueThis study is among the first to empirically test the longstanding theory that anonymous reports are perceived by investigators as less credible than those from identified individuals. This study is also among the first to consider and incorporate anonymous, two-way communication in whistleblowing reporting.

Computer Mediated Communication and Multimodal Instruction in Higher Education

2011 ◽  
pp. 128-145
Author(s):  
J. Patrick Williams ◽  
Hsin-Liang Chen
Keyword(s):  
Higher Education ◽  
Computer Mediated Communication ◽  
Technology Enhanced Learning ◽  
Learning Spaces ◽  
Mediated Communication ◽  
Seamless Integration ◽  
Positive Effects ◽  
Computer Mediated ◽  
The Impact ◽  
Enhanced Learning

This chapter examines the impact of multimodal, computer-mediated communication strategies on instruction in higher education. Colleges and universities have realized positive effects of using computer- mediated communication in instruction, but these effects are often accompanied by unintended, unexpected, and surprising changes to instructional practices, course dynamics, and student outcomes. With the introduction of computer-mediated communication in the instructional setting, the array of roles and expectations increases substantially. This chapter outlines the use of ICTs in “blended” and fully-online learning spaces and highlights some of our observations gained in teaching and performing research in an online course. Researchers should focus on investigating the roles, expectations, and interactions that accompany these changes and work to support the evolving needs of all constituents of technology-enhanced learning spaces. We believe it is important that, as researchers, we investigate ways in which accessibility, flexibility, and seamless integration of ICTs, user experience, and pedagogy can be maximized.

The effects of smileys on receivers’ emotions

2017 ◽  
Vol 34 (6) ◽  
pp. 489-495 ◽  
Author(s):  
Katja Lohmann ◽  
Sebastian Stefan Pyka ◽  
Cornelia Zanger
Keyword(s):  
Design Methodology ◽  
Field Data ◽  
Computer Mediated Communication ◽  
Emotional Contagion ◽  
Mediated Communication ◽  
Content Type ◽  
Computer Mediated ◽  
Interaction Partners ◽  
The Relationship ◽  
Inherent Part

Purpose Nowadays, computer-mediated communication (CMC) is an inherent part of consumers’ daily interactions. That kind of communication, however, is associated with limited options to express emotions and, thus, impairs smooth interactions. Considering these shortcomings, existing research has paid attention to the use of smileys and examines their impacts on communication. Nevertheless, little is known about the effects of smileys on the receivers’ emotions as well as on the interaction between the communication partners. Against this background, the study aims to investigate the appropriateness of smileys in causing emotional contagion in CMC. That interpersonal mechanism fosters harmonic interactions and strengthens the relationship between interaction partners by sharing emotions. Design/methodology/approach Field data of 1,745 females were obtained through an online experiment applying two scenarios that only differ by the use of either a positive or a negative smiley. The appropriateness of both smileys to express positive or negative emotions was pretested in a study with 18 respondents. Findings The findings support the assumption that emotions expressed by smileys affect receivers’ emotions through the process of emotional contagion. Furthermore, the effects of the negative smiley on the emotions of the receivers are moderated by the receivers’ susceptibility to emotional contagion. Originality/value Findings contribute to current research on CMC by offering a deeper understanding of the impacts of smileys on interactions. In that way, the present study underlines the suitability of smileys to stimulate emotional contagion in a “cueless” environment.

The impact of information technology on knowledge creation

2014 ◽  
Vol 27 (1) ◽  
pp. 31-44 ◽  
Author(s):  
David Wagner ◽  
Gabriele Vollmar ◽  
Heinz-Theo Wagner
Keyword(s):  
Information Technology ◽  
Social Media ◽  
Knowledge Creation ◽  
Computer Mediated Communication ◽  
Theory Development ◽  
Mediated Communication ◽  
Content Type ◽  
Computer Mediated ◽  
The Impact

Purpose – The purpose of this paper is to outline the potential of information technology, particularly social media and their affordances, in supporting knowledge creation within organizations. Design/methodology/approach – This is a conceptual paper which integrates the literature on both knowledge creation and social media. Findings – Social media may support knowledge creation by affording new types behaviors that were not possible with previous forms of computer-mediated communication. Research limitations/implications – The paper contributes to theory development by integrating knowledge creation theory and addressing the role of technology, more specifically social media and their affordances, in the knowledge creation process. Practical implications – The results of the paper will help managers to understand which social media affordances support the distinct knowledge creation processes and target their use of technologies within the organization accordingly. Originality/value – The paper is of high theoretical and practical relevance. It bridges two previously unconnected literatures and, in doing so, provides an innovative perspective on how social media and their affordances may support knowledge creation.

Learning and Teaching with CMC in the U.S. Higher Education Arena

2011 ◽  
pp. 34-48 ◽  
Author(s):  
Allison V. Level ◽  
Amy E. Hoseth
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
The United States ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Computer Mediated ◽  
The Impact ◽  
The U.S

This chapter provides an overview of current issues and trends related to the impact and integration of computer mediated communication (CMC) and technological innovation in the teaching and learning environments of higher education in the United States. The chapter includes an introduction to the higher education arena, and then focuses on the current learning and teaching environments. Topics such as learning styles, learning behaviors, and CMC as an infrastructure in the student environment are discussed, along with transformational changes in the teaching environment. Recent fundamental changes in teaching and learning due to the incorporation of CMC are also discussed.

Idea generation through computer‐mediated communication

2005 ◽  
Vol 20 (3/4) ◽  
pp. 275-291 ◽  
Author(s):  
João Pissarra ◽  
Jorge C. Jesuino
Keyword(s):  
Computer Mediated Communication ◽  
Idea Generation ◽  
Communication Process ◽  
Nominal Group ◽  
Mediated Communication ◽  
Content Type ◽  
Computer Mediated ◽  
New Ideas ◽  
Group Members ◽  
The Impact

PurposeBrainstorming is a well‐known group process for generating new ideas and stimulating creativity. Important as well as robust findings have been achieved in determining which factors contribute most to facilitating or hindering the group's ideas productivity. Research aimed at comparing face‐to‐face (FTF) with computer‐mediated communication (CMC) led to the conclusion that this latter shared with the nominal group technique the advantages of avoiding either the blocking effect or the identification of the source. More recently, attention has turned to the possible effects of group support system (GSS) in the mediating cognitive processes of generating new ideas. The present study aims to examine the effects of the type of tool and of the anonymity condition on the quality, quantity and diversity of the generated ideas, as well as on group members' satisfaction.Design/methodology/approachUses a 2 × 2 factorial design combining two different GSS tools (topic commenter vs EBS) with anonymity versus non‐anonymity.FindingsIt was found that anonymity generated more satisfaction among the group members. A marginal effect on satisfaction was also found to be related with the type of tools. Contrary to expectations, the EBS tool was not found to generate greater diversity of ideas. An interesting finding not anticipated was the impact of technology on the flow of ideas and on the emergence of new conceptual categories, probably due to alternative strategies of task structuring.Research limitations/implicationsThe use of students as subjects, and the running of the experimental work in a scholarly context, could have contributed to the elimination of fears and to freeing the participants from any inhibition in the anonymity conditions. Within an organisational context with higher social stratification, such anonymous procedures could have significant outcomes. Future research will have to examine whether this effect is relevant to other types of topics and other populations. Another aspect that it is important to re‐examine is the effect of anonymity on the emergence of minority ideas, which could stimulate innovation.Practical implicationsThe type and characteristics of tools were shown to be a decisive factor in the participants' satisfaction, in the communication process and in the idea generation and clustering processes. Although tenuous, this set of data could mean that the characteristics of the tools interfere with the cognitive mechanisms present in the brainstorming technique.Originality/valueExamines the effect of the technology and anonymity in ideas generation within a group context on the satisfaction of the participants.

What You Say and Where You Say It Matter: Effects of Facebook Message Publicity and Support Type on Evaluation of Support Message Quality

2021 ◽  
pp. 089443932110073
Author(s):  
Yining Malloch ◽  
Bo Feng
Keyword(s):  
Social Support ◽  
Emotional Support ◽  
Communication Channel ◽  
Computer Mediated Communication ◽  
Communication Model ◽  
Mediated Communication ◽  
Message Type ◽  
Computer Mediated ◽  
Tangible Support ◽  
The Impact

Guided by the masspersonal communication model, this study examined the impact of the communication channel (masspersonal vs. interpersonal) and support message type on evaluation of social support message quality in Facebook settings. An online factorial experiment with 480 participants revealed that support messages sent through interpersonal channels (e.g., private messaging) were perceived as higher in quality than those sent through masspersonal channels (e.g., status update). Regardless of channels, participants considered tangible support messages as higher quality than informational and emotional support messages. Implications for computer-mediated communication and social support theories and practices were discussed.

Virtual Partnerships: Engaging Students in E-service Learning Using Computer-mediated Communication

2017 ◽  
Vol 27 (1) ◽  
pp. 103-117 ◽  
Author(s):  
Usha S. Harris
Keyword(s):  
Service Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Information And Communications Technology ◽  
Working Environment ◽  
Mediated Communication ◽  
Global Citizens ◽  
Communication Processes ◽  
Computer Mediated ◽  
The Impact

Computer-mediated communication has important implications for future classroom learning which is no longer spatially bound or centred around text books. It has the ability to incorporate real-life learning whereby students can make important contributions towards solving global problems without having to leave the campus. This study looked at the impact of virtual communication processes and online tools on student and partner engagement in an on-campus undergraduate unit which enables Australian students to create communication campaigns for a non-government organization in India. The study found that the communication exchanges provided students with opportunities for intercultural dialogue, both in real and virtual spaces, and how to use Information and Communications Technology (ICT) and media within a social justice framework within a transnational working environment. Internet technologies have become part of the daily communication pattern of a new generation of students, who see it as their natural environment in which to learn, play and work. It is thus important to expand students’ use of the global digital network from superficial social interactions towards activities which enable them to become active and informed global citizens.

Embedding employability within higher education for the profession of policing

2019 ◽  
Vol 9 (3) ◽  
pp. 319-328
Author(s):  
Ian Pepper ◽  
Ruth McGrath
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Research Study ◽  
Longitudinal Research ◽  
Evidence Base ◽  
Content Type ◽  
Educational Provision ◽  
Professional Body ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to evaluate the impact of an employability module, the College of Policing Certificate in Knowledge of Policing (CKP), on students’ career aspirations, their confidence and wish to join the police along with the appropriateness of the module. This will inform the implementation of employability as part of the College of Policing-managed Police Education Qualifications Framework (PEQF). Design/methodology/approach A three-year longitudinal research study used mixed methods across four points in time to evaluate the impact on students studying the employability module. Findings The research suggests that the employability-focussed CKP was useful as an introduction to policing, it developed interest in the police and enhanced the confidence of learners applying to join. Lessons learnt from the CKP should be considered during the implementation of the PEQF. Research limitations/implications The ability to generalise findings across different groups is limited as other influences may impact on a learner’s confidence and employability. However, the implications for the PEQF curriculum are worthy of consideration. Practical implications As the police service moves towards standardised higher educational provision and evolution of policing as a profession, lessons can be learnt from the CKP with regards to the future employability of graduates. Originality/value Enhancing the employability evidence base, focussing on policing, the research identified aspects which may impact on graduates completing a degree mapped to the PEQF. The research is therefore of value to higher education and the professional body for policing.

THE IMPACT OF RECASTS ON THE DEVELOPMENT OF PRIMARY STRESS IN A SYNCHRONOUS COMPUTER-MEDIATED ENVIRONMENT

2016 ◽  
Vol 39 (2) ◽  
pp. 257-285 ◽  
Author(s):  
Özgür Parlak ◽  
Nicole Ziegler
Keyword(s):  
Information Exchange ◽  
Computer Mediated Communication ◽  
Lexical Stress ◽  
Phonological Development ◽  
Mediated Communication ◽  
Primary Stress ◽  
Acoustic Correlates ◽  
Sentence Reading ◽  
Computer Mediated ◽  
The Impact

Although previous research has demonstrated the efficacy of recasts on second language (L2) morphology and lexis (e.g., Li, 2010; Mackey & Goo, 2007), few studies have examined their effect on learners’ phonological development (although see Saito, 2015; Saito & Lyster, 2012). The current study investigates the impact of recasts on the development of lexical stress, defined as the placement of emphasis on a particular syllable within a word by making it louder and longer, in oral synchronous computer-mediated communication (SCMC) and face-to-face (FTF) interaction. Using a pretest-posttest design, intermediate learners of English were randomly assigned to one of four groups: FTF recast, SCMC recast, FTF control, or SCMC control. Pre- and posttests consisted of sentence-reading and information-exchange tasks, while the treatment was an interactive role-play task. Syllable duration, intensity, and pitch were used to analyze learners’ development of stress placement. The statistical analyses of the acoustic correlates did not yield significant differences. However, the observed patterns suggest that there is need for further investigation to understand the relationship between recasts and development of lexical stress.

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