Distance Matters to Weak Ties

2022 ◽  
Vol 6 (GROUP) ◽  
pp. 1-26
Author(s):  
Chi-Lan Yang ◽  
Naomi Yamashita ◽  
Hideaki Kuzuoka ◽  
Hao-Chuan Wang ◽  
Eureka Foong

Workers tend to make inferences about one another's commitment and dedication to work depending on what cues are available to them, affecting worker relationships and collaboration outcomes. In this work, we investigate how remote work affects workers' perceptions of their colleagues with different levels of social connectivity, commonly referred to as strong ties and weak ties. When working remotely, workers' perceptions of weak ties may suffer due to the lack of in-person interaction. On the other hand, workers' inferences about their strong ties may also be impacted by losing richer communication cues, even though they had more connections with their strong ties than weak ties. This study explores how remote workers make inferences about engagement levels of and willingness to collaborate with weak ties compared to strong ties. We used a mixed-methods approach involving survey data, experience sampling, and in-depth interviews with 20 workers from different companies in Taiwan. Results showed that workers depended on one-on-one synchronous tools to infer the engagement level of strong ties but used group-based communication tools to infer the engagement level of weak ties. Interestingly, the absence of cues in remote workplaces exacerbated prior impressions formed in the physical office. Furthermore, remote work led workers to develop polarized perceptions of their respective ties. We discuss how characteristics of computer-mediated communication tools and interaction types interplay to affect workers' perceptions of remote colleagues and identify design opportunities for helping remote workers maintain awareness of weak ties.

2019 ◽  
Vol 7 (2) ◽  
pp. 305-332
Author(s):  
Laura Herzberg ◽  
Harald Lüngen

AbstractThis paper presents types and annotation layers of reply relations in computer- mediated communication (CMC). Reply relations hold between post units in CMC interactions and describe references from one given post to a previous post. We classify three types of reply relations in CMC interactions: first, technical replies, i. e. the possibility to reply directly to a previous post by clicking a ‘reply’ button; second, indentations, e. g. in wiki talk pages in which users insert their contributions in the existing talk page by indenting them and third, interpretative reply relations, i. e. the reply action is not realised formally but signalled by other structural or linguistics means such as address markers ‘@’, greetings, citations and/or Q-A structures. We take a look at existing practices in the description and representation of such relations in corpora and examples of chat, Wikipedia talk pages, Twitter and blogs. We then provide an annotation proposal that combines the different levels of description and representation of reply relations and which adheres to the schemas and practices for encoding CMC corpus documents within the TEI framework as defined by the TEI CMC SIG. It constitutes a prerequisite for correctly identifying higher levels of interactional relations such as dialogue acts or discussion trees.


2018 ◽  
pp. 340-357
Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin

Universities are challenged with providing quality educational experiences that meet students' needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students' and professors' satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.


Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin

Universities are challenged with providing quality educational experiences that meet students’ needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students’ and professors’ satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.


2019 ◽  
Vol 10 (1) ◽  
pp. 26-32
Author(s):  
Ria Yunita

Abstract -The phenomenon of self-disclosure, which is carried out by young women through Twitter is something interesting to study. Twitter becomes an online diary for most users, the term used in microblogs "what are you doing" where twitter users can write their activities, free twitter users reveal anything either just tell what is being done, the purpose of the study to find out self-disclosure young women through twitter social media in Jakarta through the role of Twitter, both in the form of reasons, traits, topics, and values in doing so. The theory used is Adolescent Development Psychology, Self Disclousure theory, and CMC (Computer Mediated Communication). This study uses qualitative methods that are descriptive and with a discourse analysis approach, namely data collected in the form of words and images. The technique of collecting data was in-depth interviews with 3 selected informants. The results of the study are Twitter as a channel for the activities of young women who do self disclosure on Twitter to meet the needs of establishing friendships, especially old friendships and self-actualization. Conclusion, young women (research informants) feel comfortable doing self-disclosure on Twitter, self-disclosure such as status updates in the form of tweets for teenagers are considered more effective to express themselves than tell directly to certain people Keywords: Activity ,Selfdisclosure  Girl ,Twitter


2011 ◽  
pp. 102-116 ◽  
Author(s):  
Sébastien George

This chapter introduces context-aware computer-mediated communication for distance learning systems. It argues that linking deeply communication to learning activities offers an interesting approach to develop the efficiency of systems in facilitating and increasing discussions between learners. To make this link, the author bases his work on various theories, such as communication theories, situated cognition theory, and activity theory. This theoretical study leads to research issues concerning a contextual forum model. The description of the computing implementation of this model aims at giving researchers some possible uses and recommendations in dealing with context-sensitive communication tools. Finally, the chapter mentions futures trends and suggests emerging research opportunities within the field of communication services that are able to adapt dynamically to the user’s activity.


Author(s):  
Mark J. Jakiela ◽  
Wanda J. Orlikowski

Abstract This paper describes an exploratory research study that attempted to determine the nature of computer-mediated information that would be exchanged by engineers engaged in a process of product design and manufacture. The results suggest that computer-mediated communication tools supporting asynchronous, written modes of information exchange, are likely to have little utility for engineers engaged in design and manufacture. Substantial augmentation of these tools will be necessary before their wide-spread adoption and use by engineers can be expected.


2017 ◽  
Vol 8 (5) ◽  
pp. 978 ◽  
Author(s):  
Sanam Mehri ◽  
Siros Izadpanah

This study was conducted to explore the effect of computer-mediated communication tools in online setting on Iranian EFL learners’ teaching, social and cognitive existence. The population of the study included 60 English Language Teaching students (B.A) of Zanjan Islamic Azad University using convenient sampling method. Experimental group included half of the participants (n=30) and other half of the participants (n=30) was assigned to control group. As a pretest, participants were asked to fill in the Community of Inquiry (CoI) questionnaire in both experimental and control groups. The learners in the experimental group were taught through electronic mail and chat and the assignments and homework were sent to the learners by E-mail. The teachers asked the learners to answer the questions and send the fulfilled assignments in the telegram group. The learners in the control group were taught conventionally. After the treatment, the questionnaire was re-administered among the learners in the both groups as posttest. The learners who received synchronous online communication tools, compared to the respondents who received no treatment, gained higher mean scores on social, teaching and cognitive presence. The findings of the present study can have implications for ESL/EFL contexts from several aspects.


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