Computer-mediated communication (CMC) and social support

2016 ◽  
Vol 34 (8) ◽  
pp. 1186-1205 ◽  
Author(s):  
Stephen A. Rains ◽  
Steven R. Brunner ◽  
Chelsie Akers ◽  
Corey A. Pavlich ◽  
Selin Goktas
Keyword(s):  
Social Support ◽  
Emotional Support ◽  
Computer Mediated Communication ◽  
Informational Support ◽  
Mediated Communication ◽  
Face To Face ◽  
Message Type ◽  
Computer Mediated ◽  
Main Effect ◽  
The Face

Despite the growth in research examining the use of computer-mediated communication (CMC) for exchanging social support, there remains much to learn about the support-related implications of CMC. An experiment was conducted to examine the influence of the reduced social cues associated with CMC on the outcomes of supportive interaction. Participants discussed a stressor with a confederate either face-to-face or via CMC and received informational or emotional support. Although they received the exact same support messages, participants in the CMC condition reported significantly greater worry and uncertainty discrepancy following the interaction than participants in the face-to-face condition. A main effect was also found for support message type. Consistent with the optimal matching model, informational support led to more beneficial outcomes than emotional support in response to the (controllable) stressor experienced by 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.

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 1334-1349
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-toface classroom and enable active learning between face-to-face class times. This article presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

scholarly journals Technology-Enhanced Learning for Graduate Students: Exploring the Correlation of Media Richness and Creativity of Computer-Mediated Communication and Face-to-Face Communication

2020 ◽  
Vol 10 (5) ◽  
pp. 1602 ◽  
Author(s):  
Shan-Hui Chao ◽  
Jinzhang Jiang ◽  
Chia-Hsuan Hsu ◽  
Yi-Te Chiang ◽  
Eric Ng ◽  
...  
Keyword(s):  
Creative Thinking ◽  
Computer Mediated Communication ◽  
Media Richness ◽  
Technology Enhanced Learning ◽  
Mediated Communication ◽  
Multiple Cues ◽  
Face To Face ◽  
Language Variety ◽  
Computer Mediated ◽  
The Face

The objective of the research was to explore and compare the differences in potential creative thinking that media richness had on learners in creativity training through two different types of communication formats; computer-mediated communication, and face-to-face communication. The results indicated that the computer-mediated communication format performed better than the face-to-face in terms of the fluency, flexibility, and originality dimensions of creative thinking. The computer-mediated communication format also had a greater level of media richness perception (i.e., use of multiple cues, language diversity, and personal focus of the medium) than the face-to-face format. In terms of the combined effectiveness of computer-mediated communication, and face-to-face formats, the use of multiple cues, language variety of perception of media richness had direct effects on the fluency of creativity. There was also a positive correlation between the elaboration of creativity and the use of multiple cues, language variety, and personal focus of the medium in the perception of media richness. Furthermore, language variety was correlated with creativity and flexibility. The research findings highlighted the importance of the availability of immediate feedback on media richness, whereas creativity cognition should focus on the breadth and depth of the information, which contributes to enhancing the creativity of individuals or a group of employees.

The effect of informal social support: Face-to-face versus computer-mediated communication

2011 ◽  
Vol 27 (5) ◽  
pp. 1806-1814 ◽  
Author(s):  
Joshua Lewandowski ◽  
Benjamin D. Rosenberg ◽  
M. Jordan Parks ◽  
Jason T. Siegel
Keyword(s):  
Social Support ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Informal Social Support ◽  
Face To Face ◽  
Computer Mediated

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 218-232
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-to-face classroom and enable active learning between face-to-face class times. This paper presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a web-based environment through the use of computer-mediated communications tools (discussion web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment and learning in such a web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

Student Participation, Interaction, and Regulation in a Computer-Mediated Communication Environment: A Qualitative Study

1996 ◽  
Vol 14 (3) ◽  
pp. 243-268 ◽  
Author(s):  
Lorena F. Ruberg ◽  
David M. Moore ◽  
C. David Taylor
Keyword(s):  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
The Face ◽  
Computer Based ◽  
Multiple Threads ◽  
Level Of Thinking ◽  
Face Pattern

This case study provides a description of student interaction and participation within a computer-mediated environment in an experimental offering of a plant science lab course. Based on structured classroom observation, interviews, and surveys with students and teachers this study examines 1) how a CMC pattern of discourse differs from a face-to-face pattern of discussion in a class setting; 2) whether students participating in a CMC activity produce a discourse that reflects the level of thinking and sharing of ideas desired by the instructor; and 3) how the computer-based interface facilitates and/or inhibits communication between students. This study shows that the CMC-based activities offers an alternative pattern of interaction which differs from the face-to-face pattern in some, but not all ways. The CMC discourse encourages experimentation, sharing of early ideas, increased and more distributed participation, and collaborative thinking. However, for some students the CMC activities are confusing and inhibiting because of the lack of social cues and multiple threads of simultaneous topics—the same features that appeal to other students. Successful use of CMC activities requires a classroom social environment that encourages peer interaction. Equally important is the selection of engaging tasks that are structured enough to diminish confusion but still allow spontaneity and experimentation. Teachers also need to find ways to directly link the CMC discussions to prior and upcoming learning activities so that students will see the value in creating a discourse that they will want to refer to and use in other class activities.

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 425-439
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Instructional Strategy ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-to-face classroom and enable active learning between face-to-face class times. This arti-cle presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as per-ceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team mem-bers’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

Online social support groups

2012 ◽  
Author(s):  
Martin Tanis
Keyword(s):  
Social Support ◽  
Support Groups ◽  
Computer Mediated Communication ◽  
Well Being ◽  
Social Consequences ◽  
The Body ◽  
Mediated Communication ◽  
Online Social Support ◽  
Face To Face ◽  
Computer Mediated

To give and receive social support is an important aspect of social interaction, and since the Internet has become more and more integrated with everyday life, it is no surprise that much social support is exchanged online. Features of computer-mediated communication (CMC) offer possibilities for social support in a manner that would be less easy or even impossible in a face-to-face context. This article focuses on three key elements that are often mentioned when social consequences of CMC are discussed: the possibility to communicate relatively anonymously, the text-based character, and the opportunities it provides for expanding social networks without being hindered by time and space barriers. It addresses how these may affect support seeking, and argues that interacting in online social support groups holds great potential for people who seek support, but may also contain some potential hazards. However, even though the body of research is growing, we still know fairly little about how online social-support groups affect the well-being of people who are in need of support.

Differences between computer-mediated and face-to-face communication in a collaborative fiction project

2002 ◽  
Vol 1 (2) ◽  
pp. 303-326
Author(s):  
Radhika Kaushik ◽  
Susan Kline ◽  
Prabu David ◽  
D’Arcy John Oaks
Keyword(s):  
Social Presence ◽  
Collaborative Work ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Chat ◽  
Fiction Writing ◽  
Face To Face ◽  
Computer Mediated ◽  
The Face

In this paper we examine collaborative fiction writing in a face-to-face setting and in a computer-mediated environment (online chat). To understand the role of social presence in online collaborative work, participants were placed either in a high collaboration task that involved working toward a common storyline or a low collaboration task that involved working toward individual storylines. For the high collaboration task, although face-to-face was perceived as more convenient than computer-mediated communication, this preference did not translate into any difference in terms of the number of idea units generated. For the low collaboration task, where teammates pursued independent storylines, computer-mediated communication was preferred over face-to-face communication. Despite this preference for computer-mediated communication over face-to-face communication in the low collaboration task, participants in the face-to-face condition generated more idea units than those in the computer-mediated condition. These findings are examined within the framework of interactivity and social presence.

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