scholarly journals The microdynamics of social regulation: Comparing the navigation of disagreements in text-based online and face-to-face discussions

2020 ◽  
Vol 23 (6) ◽  
pp. 902-917 ◽  
Author(s):  
Carla A. Roos ◽  
Tom Postmes ◽  
Namkje Koudenburg
Keyword(s):  
Social Relationships ◽  
Repeated Measures ◽  
Latin Square ◽  
Online Discussions ◽  
Social Regulation ◽  
Interpersonal Interaction ◽  
Message Content ◽  
Face To Face ◽  
Differences Of Opinion ◽  
The Face

This study explores how people navigate the field of tension between expressing disagreement and maintaining social relationships in text-based online as compared to face-to-face discussions. In face-to-face discussions, differences of opinion are socially regulated by introducing ambiguity in message content coupled with instant responding on a relational level. We hypothesized that online messages are less ambiguous and less responsive, both of which may hinder social regulation. Thirty-six groups of three unacquainted students discussed politically controversial statements via chat, video-chat (nonanonymous), and face-to-face, in a multilevel repeated measures Graeco-Latin square design. Content coding revealed that online discussions were relatively clear and unresponsive. This related to participants experiencing reduced conversational flow, less shared cognition, and less solidarity online. These results suggest that ambiguity and responsiveness enable people to maintain social relationships in the face of disagreement. This emphasizes the key role that subtle microdynamics in interpersonal interaction play in social regulation.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

scholarly journals Dealing with disagreement: The depolarizing effects of everyday diplomatic skills face-to-face and online

2021 ◽  
pp. 146144482199304
Author(s):  
Carla Anne Roos ◽  
Namkje Koudenburg ◽  
Tom Postmes
Keyword(s):  
Social Relationships ◽  
Repeated Measures ◽  
Online Chat ◽  
Face To Face

In online text-based discussions, people behave less diplomatically because they are more outspoken and less responsive. This can feed impressions of polarization. This article uses a new methodology to isolate the influence of outspokenness and responsiveness in shaping perceptions of polarization in online chat and face-to-face discussions. Text-based online and face-to-face discussions were reproduced in a face-to-face format (Study 1) and in a text-based chat format (Study 2). Uninformed observers (N = 102 and N = 103, repeated measures) evaluated these. The results showed that responsiveness was generally considered indicative of agreement and good social relationships but the interpretation of outspokenness (or lack of ambiguity) depended on the medium format. This suggests that what counts as diplomacy is not the same for each medium. Moreover, the experiences of the actors reproducing the chats in a face-to-face format highlighted the differences between media. We conclude that online conversational dynamics may play an important role in societal polarization.

scholarly journals Evaluation of a Workplace Health and Wellbeing Training Course Delivered Online and Face-To-Face

2018 ◽  
Vol 15 (11) ◽  
pp. 2422 ◽  
Author(s):  
Zenobia Talati ◽  
Emily Davey ◽  
Carly Grapes ◽  
Trevor Shilton ◽  
Simone Pettigrew
Keyword(s):  
Repeated Measures ◽  
Relative Effectiveness ◽  
Perceived Competence ◽  
Perceived Usefulness ◽  
Workplace Health ◽  
Face To Face ◽  
Training Course ◽  
Health And Wellbeing ◽  
The Face ◽  
Potential Benefits

Organisations may benefit from training champions to promote healthy workplace environments and initiatives. This study compared the perceived usefulness and relative effectiveness of an employee training course offered via online and face-to-face formats. Individuals who took part in the training course were assessed on their perceived competence and confidence to implement changes pre- and post-training. Repeated measures Analysis of Variance (ANOVA) and a t-test were conducted to test for significant differences between pre- and post-training scores and/or mode of training, respectively. Although the face-to-face training course was rated as slightly more useful, there were no significant differences between the two modes of training for the other dependent variables, and both modes led to significantly greater perceived competence and confidence post-training. These findings demonstrate the potential benefits of training employees to implement changes in their workplaces.

scholarly journals FACE-TO-FACE VERSUS THREADED DISCUSSIONS: THE ROLE OF TIME AND HIGHER-ORDER THINKING

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Cognitive Processing ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Online Discussions ◽  
Course Evaluations ◽  
Threaded Discussions ◽  
Face To Face ◽  
Experience Of Time ◽  
The Face

This study compares the experiences of students in face-to-face (in class) discussions with threaded discussions and also evaluates the threaded discussions for evidence of higher-order thinking. Students were enrolled in graduate-level classes that used both modes (face-to-face and online) for course-related discussions; their end-of-course evaluations of both experiences were grouped for analysis and themes constructed based on their comments. Themes included the “expansion of time,” “experience of time,” “quality of the discussion,” “needs of the student,” and “faculty expertise.” While there are advantages to holding discussions in either setting, students most frequently noted that using threaded discussions increased the amount of time they spent on class objectives and that they appreciated the extra time for reflection on course issues. The face-to-face format also had value as a result of its immediacy and energy, and some students found one mode a better “fit” with their preferred learning mode. The analysisof higher-order thinking was based on a content analysis of the threaded discussions only. Each posting was coded as one of the four cognitive-processing categories described by Garrison and colleagues: 18% were triggering questions, 51% were exploration, 22% were integration, and 7% resolution. A fifth category – social – was appropriate for 3% of the responses and only 12% of the postings included a writing error. This framework provides some support for the assertion that higher-order thinking can and does occur in online discussions; strategies for increasing the number of responses in the integration and resolution categories are discussed.

scholarly journals Online Social Regulation: When Everyday Diplomatic Skills for Harmonious Disagreement Break Down

2020 ◽  
Vol 25 (6) ◽  
pp. 382-401
Author(s):  
Carla A Roos ◽  
Namkje Koudenburg ◽  
Tom Postmes
Keyword(s):  
Repeated Measures ◽  
Social Regulation ◽  
Right Wing ◽  
Online Behavior ◽  
Group Discussions ◽  
Online Chat ◽  
Face To Face ◽  
Repeated Measures Design ◽  
Social Attributions ◽  
New Perspective

Abstract In group discussions, people rely on everyday diplomatic skills to socially regulate the interaction, maintain harmony, and avoid escalation. This article compares social regulation in online and face-to-face (FtF) groups. It studies the micro-dynamics of online social interactions in response to disagreements. Thirty-two triads discussed, in a repeated measures design, controversial topics via text-based online chat and FtF. The fourth group member was a confederate who voiced a deviant (right-wing) opinion. Results show that online interactions were less responsive and less ambiguous compared with FtF discussions. This affected participants’ social attributions: they felt their interaction partners ignored them and displayed disinhibited behavior. This also had relational consequences: participants experienced polarization and less solidarity. These results offer a new perspective on the process of online polarization: this might not be due to changes in individual psychology (e.g., disinhibition), but to misattributions of online behavior.

scholarly journals STUDENT PERCEPTIONS OF FACE-TO-FACE AND ONLINE DISCUSSIONS: THE ADVANTAGE GOES TO . . .

2019 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference betweenthe settings, or that the two settings were perhaps complementary.

scholarly journals Extrinsic And Intrinsic Motivators Of Customer Participation In Compliance Dependent Services

2011 ◽  
Vol 2 (11) ◽  
Author(s):  
Tiffany Barnett White ◽  
Gail Ayala Taylor ◽  
Stephanie Dellande
Keyword(s):  
Goal Attainment ◽  
Debt Management ◽  
Customer Participation ◽  
Message Content ◽  
Negative Consequences ◽  
Persuasive Messages ◽  
Face To Face ◽  
Customer Involvement ◽  
The Face ◽  
The Impact

Research on customer participation has focused primarily on the customers participatory role in service creation during the face-to-face service exchange (Bateson 1989; Bowen 1986; Chase 1978; Kelley, Donnelly, and Skinner 1990; Lovelock and Young 1979; and Mills, Chase, and Margulies 1983) however customer involvement often extends beyond the face-to-face exchange. This is especially the case with compliance dependent services (CDS). CDS are services that require customer participation with his or her service delivery role while within the service organization and once away from the service facility to ensure goal attainment and customer satisfaction. Examples of CDS include dental care, weight loss programs, preventive auto maintenance, education, exercise programs, health care programs (diabetes, hypertension), prenatal care, long-term financial planning, debt management programs, and smoking cessation programs.In an early CDS study, Dellande (1999) found motivation to be the most important customer attribute in gaining customer compliance. In this research we further our understanding of the role of motivation by studying the impact of persuasive provider communication, an extrinsic customer motivator, on intrinsic customer compliance motivation. One important characteristic of persuasive messages that influences their effectiveness is how they are framed. Among other factors, effective persuasive messages require comprehension and retention, yielding and behavior in accordance with the message content (McGuire 1966). Specifically, existing research suggests that behavior is affected by the extent to which messages emphasize the potentially negative consequences of failing to engage in a given behavior relative to a message in which the possible beneficial (i.e., positive) consequences of engaging in that action are emphasized (Roberson and Rogers 1988, Tykocinski et. al, 1994). We explore this distinction in the dental compliance service context. We specifically examine how the manner in which written compliance-related communications are framed influences consumers intended compliance behaviors.

scholarly journals Transformative Potential of Constructivist Blended Problem-Based Learning in Higher Education

2009 ◽  
pp. 182-202 ◽  
Author(s):  
Roisin Donnelly
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Academic Staff ◽  
Problem Based Learning ◽  
Learning Technologies ◽  
Online Discussions ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
The Difference

This chapter critically explores the design and implementation of a blended problem-based learning (PBL) module for academic professional development in higher education. A core aspect of the chapter is the overview of the design framework used for the application and specific use of learning technologies in the PBL module. As it would appear that E-Learning courses are often lauded on the basis of their constructivist approach to learning, but in reality sustained inter-student contact and discussion can be difficult, an underlying purpose of the chapter is to show how interactional analysis helps in understanding the potential of transformative pedagogy within blended PBL. This chapter aims to highlight how emerging constructivist theories of learning may be applied to the blend of PBL and E-Learning. It addresses the need for an analysis of the interactions taking place in blended PBL with a specific focus on academic staff who are engaged in professional development in higher education in Ireland. It applies the relevant constructivist theories to the face-to-face PBL tutorials, online discussions, focus group interview texts and reflective papers generated over two years in a professional development module involving 17 academic staff. The chapter concludes with an analysis of the difference that the blended delivery made to both tutors and participants and discusses the design implications of a blended PBL model for the practice of academic development.

scholarly journals THE EBB AND FLOW OF ONLINE DISCUSSIONS: WHAT BLOOM CAN TELL US ABOUT OUR STUDENTS’ CONVERSATIONS

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Online Discussion ◽  
Online Discussions ◽  
Online Environment ◽  
Group Discussions ◽  
Face To Face ◽  
Online Mode ◽  
Need To Evaluate ◽  
The Face ◽  
Interesting Area ◽  
Ebb And Flow

This study looks at online discussions within the context of a group endeavor and attempts to evaluate three assertions: 1) students in an online discussion proceed through higher levels of thinking; 2) Online conversations follow an “ebb and flow” pattern; 3) The level of the first posting to the discussion influences the level of subsequent postings. Postings were classified by the Bloom’s taxonomy of educational objectives and were graphed to help analyze the assertions. There was only modest support for the first assertion and better support for the second and third assertions. Analyzing online discussions as a group endeavor may well prove an interesting area of research for those interested in applying the existing body of literature and theory on group discussions in the face-to-face arena to the online environment. Researchers need to evaluate whether this literature is applicable to online discussions and what distinctions can legitimately be made between group discussions in the face-to-face or online mode.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

Sign in / Sign up

Export Citation Format

Share Document