Fraud Brainstorming Using Computer-Mediated Communication: The Effects of Brainstorming Technique and Facilitation

2009 ◽  
Vol 84 (4) ◽  
pp. 1209-1232 ◽  
Author(s):  
Antoinette L. Lynch ◽  
Uday S. Murthy ◽  
Terry J. Engle
Keyword(s):  
Computer Mediated Communication ◽  
Risk Assessments ◽  
Mediated Communication ◽  
Face To Face ◽  
Fraud Risk ◽  
Treatment Conditions ◽  
Computer Mediated ◽  
Significant Difference ◽  
Fraud Risk Assessments

ABSTRACT: This study experimentally investigates the effectiveness of computer-mediated brainstorming in the context of the SAS No. 99 mandated fraud brainstorming requirement. Results indicate that brainstorming effectiveness is significantly higher for teams brainstorming electronically relative to teams using traditional face-to-face brainstorming. There is no significant difference in brainstorming effectiveness between electronic interactive brainstorming and electronic nominal brainstorming. Brainstorming effectiveness is significantly higher for teams receiving content facilitation relative to teams not receiving content facilitation. The post-brainstorming fraud risk assessments are significantly higher than the pre-brainstorming assessments in all treatment conditions, indicating that the SAS No. 99 mandated brainstorming session has the intended effect. This research informs audit practice by demonstrating that computer-mediated fraud brainstorming can be more effective than face-to-face brainstorming and also by establishing the effectiveness of content facilitation for improving the quality of the fraud risk factors generated by auditors.

Real-Time Computer-Mediated Conferencing versus Electronic Mail

1985 ◽  
Vol 29 (4) ◽  
pp. 380-384 ◽  
Author(s):  
Vitaly Dubrovsky
Keyword(s):  
Real Time ◽  
Electronic Mail ◽  
Computer Mediated Communication ◽  
Computer Conferencing ◽  
Consensus Development ◽  
Mediated Communication ◽  
Face To Face ◽  
Cognitive Difficulties ◽  
Computer Mediated

Electronic mail-like systems are becoming a popular way of conferencing in organizations, while real-time computer conferencing (RTCC) facilities are virtually ignored. It is the suggestion of this paper that in a computerized organizational environment for group decisions made through consensus development, RTCC may have some advantages over electronic mail-like conferencing. The experimental study comparing RTCC and electronic mail as modes of computer-mediated communication during group decision making is described. The post-experimental preferences-difficulties questionnaire revealed that: (1) a majority of the participants clearly preferred face-to-face communication to computer-mediated (76% vs. 22%) and RTCC to electronic mail (93% vs. 7%); (2) since 79% of the participants were willing to give up their own opinion and simply agree in order to get away from the discussion, because communication via computer is frustrating, it is possible that the quality of the decisions may suffer due to the deficiences of the computer media; (3) The participants encountered significant cognitive difficulties in both modes of computer conferencing. These difficulties are addressed in the design recommendations for both RTCC and electronic mail.

Social Bonding in Initial Acquaintance: Effects of Modality and Modality Order

2021 ◽  
pp. 019027252110302
Author(s):  
Susan Sprecher
Keyword(s):  
Mixed Mode ◽  
Social Bonds ◽  
Computer Mediated Communication ◽  
Positive Outcomes ◽  
Perceived Similarity ◽  
Mediated Communication ◽  
Face To Face ◽  
Perceived Responsiveness ◽  
Computer Mediated ◽  
Mode Interactions

In this experimental study, unacquainted dyads engaged in a get-acquainted task using two modes of communication across two segments of interaction. The dyads either first disclosed in text-based computer-mediated communication (CMC) and then disclosed face-to-face (FtF) or the reverse. The participants completed reaction measures after each segment of interaction. After the first segment, dyads who communicated FtF reported more positive outcomes (e.g., liking, closeness) than dyads who engaged in CMC. Furthermore, dyads who began in CMC and then transitioned to FtF increased in their positive reactions, whereas dyads who began in FtF and transitioned to CMC either experienced no change (in liking, closeness, and perceived similarity) or experienced a decrease (in fun/enjoyment and perceived responsiveness). Implications of the results are discussed both for the classic social psychology question of how people become acquainted and for current interest in how mixed-mode interactions generate social bonds that can help meet belonging needs.

SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION

2015 ◽  
Vol 38 (3) ◽  
pp. 553-586 ◽  
Author(s):  
Nicole Ziegler
Keyword(s):  
Learning Outcomes ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Relative Effectiveness ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Communication Modes ◽  
L2 Development ◽  
Small Advantage

The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k = 14). Results demonstrate that interaction in SCMC and FTF had a significant impact on second language (L2) development, providing further support for previous research demonstrating the efficacy of interaction in both communication modes (e.g., Mackey & Goo, 2007; Pellettieri, 2000; Smith, 2004, 2005). There was also a small advantage for interaction in SCMC on measures of overall L2 learning outcomes, with additional analyses indicating a small advantage for SCMC interaction on productive and written measures and a small advantage for FTF interaction on receptive and oral learning outcomes. Interestingly, there were no significant differences between SCMC and FTF, suggesting the mode of communication has no statistically significant impact on the positive developmental benefits associated with interaction.

scholarly journals What the differences in conflict between online and face-to-face work groups mean for hybrid groups: A state-of-the-art review

2020 ◽  
Vol 8 ◽  
pp. 51-77
Author(s):  
Jessica Kahlow ◽  
Hanna Klecka ◽  
Erin Ruppel
Keyword(s):  
Group Performance ◽  
Work Groups ◽  
Leadership Behaviors ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Groups ◽  
Face To Face ◽  
Computer Mediated ◽  
Performance Satisfaction ◽  
Task Oriented

Conflict has been a topic widely studied in communication and management studies literature. How groups handle conflict can affect group performance, satisfaction, and commitment (Martínez-Moreno, González-Navarro, Zornoza, & Ripoll, 2009; Pazos, 2012; Staples & Webster, 2007; Workman, 2007). Much of this literature focuses on online, task-oriented work groups, and how these groups differ from face-to-face (F2F) groups. However, hybrid groups (i.e., those that work both F2F and online) are increasingly common. To better understand conflict in hybrid groups, we review 68 articles regarding online, hybrid, and F2F groups that highlight the differences between F2F and online groups and consider what these differences mean for hybrid groups. In doing so, we identify several emergent themes related to how conflict is managed in online and hybrid groups. The literature suggests that there are many benefits to online and hybrid groups, such as the ability to assemble more diverse teams and work asynchronously, but that conflict is also more common in online than F2F groups. Strong norms and leadership behaviors that encourage trust and cohesion appear to reduce conflict and its effects on group performance and decision making, especially in online groups. These findings suggest that in hybrid groups, F2F meetings might be used to quickly establish group norms, trust, and cohesion, which can then improve online group interactions. However, more research is needed to understand how conflict occurs and is managed in hybrid groups. Future communication research should focus on examining conflict management in hybrid groups using computer-mediated communication perspectives.

scholarly journals A Skype-Buddy Model for Blended Learning

2018 ◽  
pp. 340-357
Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Communication Tools ◽  
Face To Face ◽  
Computer Mediated ◽  
Buddy System ◽  
Education Degree ◽  
Virtual Face

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.

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