scholarly journals “You’re Not Being Serious Enough!”: Renegotiating Relationships during Lockdown

2021 ◽  
Vol 14 (1) ◽  
pp. 75-93
Author(s):  
Lauren Dempsey
Keyword(s):  
Computer Mediated Communication ◽  
Professional Relationships ◽  
Structured Interviews ◽  
Mediated Communication ◽  
Face To Face ◽  
Familiar Face ◽  
Computer Mediated ◽  
The Moment ◽  
Insight Into ◽  
At Home

The outbreak of COVID-19 in 2020 led to a UK lockdown, where citizens were asked to stay at home for an undefined period. This forced people to make sudden decisions regarding where to live and who they would not see. Through 18 semi-structured interviews with individuals aged 27-72, this paper explores how people maintained friend-based, romantic, familial and professional relationships during lockdown in Spring 2020. The enforced separation following lockdown motivated people to reconsider how they conducted relationships in and outside the home. Within the household, people verbally and physically renegotiated boundaries to ensure relationship harmony. Computer-mediated communication (CMC) was utilised to maintain connections with estranged relationships, as people accessed new platforms to replicate familiar face-to-face (F2F) processes online. This article considers the disruption to relationships experienced during this time, providing an in-the-moment insight into the use of CMC in maintaining relationships during the first UK lockdown.

scholarly journals Self Potential Development Through Computer Mediated Communication on Instagram Application

2021 ◽  
Vol 8 (8) ◽  
pp. 112
Author(s):  
Grace Setyo Purwaningtyas ◽  
Pawito Pawito ◽  
Ismi Dwi Astuti Nurhaeni
Keyword(s):  
Communication Technology ◽  
Computer Mediated Communication ◽  
Human Interaction ◽  
The Internet ◽  
Structured Interviews ◽  
Mediated Communication ◽  
Face To Face ◽  
Internet Users ◽  
Computer Mediated ◽  
Self Potential

Communication technology and the internet  have developed quite rapidly from time to time. The development of communication  technology and the internet has changed the way human’s communication. Human interaction is no longer limited to face-to-face meetings, but has now shifted to interaction or communication using computer and internet media which are not limited to space and time. This mediated communication is known as Computer Mediated Communication (CMC). Communication through the CMC was developed by various application  providers to facilitate internet users in communicating, one of which is through the Instagram application. Text, images and videos are included in the type of computer mediated communication (CMC) interaction. The CMC interaction is used by internet users from various circles, including millennial mothers. This research was conducted to find out how the role of CMC in developing self-potential among millennial mothers. This research is a qualitative research using semi-structured interviews as a data collection method. The findings in this study indicate that informants are selective in presenting themselves through the selection of images, videos and descriptions before uploading on the Instagram page so that they are able to display their potential.

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.

scholarly journals A Skype-Buddy Model for Blended Learning

2014 ◽  
pp. 369-386
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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