Perceived Behaviors of Emergent and Assigned Leaders in Virtual Groups

Mediated Communication ◽

Leadership Theories ◽

Online Groups ◽

Face To Face ◽

Virtual Groups ◽

Computer Mediated ◽

Group Members ◽

While considerable research has explored perceptions of groups and members in computer-mediated communication (CMC), and leadership behaviors in face-to-face groups, little research has examined how leadership is identified in CMC groups. Contemporary CMC theories alternatively stress the impact of salient, stereotyped roles on CMC groups’ perceptions, or the accretion of exaggerated impressions based on behavioral cues. These perspectives, in turn, coincide with predictions about the predominance of alternative forms of leadership: Assigned versus emergent. This study draws on traditional leadership theories from face-to-face group research and applies them to CMC to examine dynamics related to assigned and emergent leaders in online groups. The results of the study demonstrate that CMC groups may identify more than one leader. When identifying emergent leaders, regardless of whether a leader was assigned or not, group members consider perceived amounts of communication, intelligence, and encouraging and authoritarian behaviors.

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

Review of Communication Research ◽

10.12840/issn.2255-4165.023 ◽

2020 ◽

Vol 8 ◽

pp. 51-77

Author(s):

Jessica Kahlow ◽

Hanna Klecka ◽

Erin Ruppel

Keyword(s):

Group Performance ◽

Work Groups ◽

Leadership Behaviors ◽

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.

The Nature of ‘Talk’ in Synchronous Computer-Mediated Communication in a Vietnamese Tertiary EFL Context

Explorations of Language Teaching and Learning with Computational Assistance ◽

10.4018/978-1-4666-1855-8.ch007 ◽

2012 ◽

pp. 89-112

Author(s):

Long V. Nguyen ◽

Cynthia White

Keyword(s):

Group Processes ◽

Mediated Communication ◽

Efl Learners ◽

Online Groups ◽

Face To Face ◽

Computer Mediated ◽

Central Vietnam ◽

First Time ◽

Level Of Analysis

This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an eight-semester BA in TESOL program in a large university in Central Vietnam. Using a sociocultural lens, the nature of discussion was compared in two modes of exchanges, SCMC versus face-to-face (FTF), through analysis of discussion transcripts supported by questionnaire data, interviews and observations. The first level of analysis, participation, revealed that the online students, collaborating in an academic task for the first time via SCMC, produced fewer words, but spent more time, during the discussion process. More equal contribution was a marked feature of the SCMC mode. For the second level of analysis examining the interactional nature and pattern of discussion, transcripts were analyzed according to socioaffective, organizational and sociocognitive themes, and their emergent subcategories. Clear differences were evident between the two settings regarding group processes, leadership, negotiation and consensus. It is argued that for these tertiary Vietnamese EFL learners, the FTF groups were more product-oriented in the discussion task, while the online groups presented a more process-oriented style of learning.

The Nature of 'Talk' in Synchronous Computer-Mediated Communication in a Vietnamese Tertiary EFL Context

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2011070102 ◽

2011 ◽

Vol 1 (3) ◽

pp. 14-36 ◽

Cited By ~ 12

Author(s):

Long V. Nguyen ◽

Cynthia White

Keyword(s):

Group Processes ◽

Mediated Communication ◽

Efl Learners ◽

Online Groups ◽

Face To Face ◽

Computer Mediated ◽

Central Vietnam ◽

First Time ◽

Level Of Analysis

This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an eight-semester BA in TESOL program in a large university in Central Vietnam. Using a sociocultural lens, the nature of discussion was compared in two modes of exchanges, SCMC versus face-to-face (FTF), through analysis of discussion transcripts supported by questionnaire data, interviews and observations. The first level of analysis, participation, revealed that the online students, collaborating in an academic task for the first time via SCMC, produced fewer words, but spent more time, during the discussion process. More equal contribution was a marked feature of the SCMC mode. For the second level of analysis examining the interactional nature and pattern of discussion, transcripts were analyzed according to socioaffective, organizational and sociocognitive themes, and their emergent subcategories. Clear differences were evident between the two settings regarding group processes, leadership, negotiation and consensus. It is argued that for these tertiary Vietnamese EFL learners, the FTF groups were more product-oriented in the discussion task, while the online groups presented a more process-oriented style of learning.

Sense of Virtual Community

Virtual Communities ◽

10.4018/978-1-60960-100-3.ch108 ◽

2011 ◽

pp. 101-115

Author(s):

Blanchard ◽

Blanchard

Keyword(s):

Virtual Communities ◽

Virtual Community ◽

Future Research ◽

Mediated Communication ◽

Face To Face ◽

Virtual Groups ◽

Computer Mediated ◽

To Come ◽

Or Organization

Sense of virtual community is an important component of successful virtual communities. Defined as members’ feelings of belonging, identity, and attachment with each other in computer-mediated communication, sense of virtual community distinguishes virtual communities from mere virtual groups. Sense of virtual community is believed to come from members’ exchange of social support as well as creating their own identity and learning the identity of others members. It is believed to lead to positive outcomes such as increased satisfaction and communication with the virtual community as well as to greater trust and social capital in the larger face-to-face community or organization. Future research will be able to further develop the theoretical and empirical contributions of sense of virtual community in computer-medication communication research.

Sense of Virtual Community

Handbook of Research on Computer Mediated Communication ◽

10.4018/978-1-59904-863-5.ch025 ◽

2011 ◽

pp. 325-338 ◽

Cited By ~ 2

Author(s):

Anita Blanchard

Keyword(s):

Virtual Communities ◽

Virtual Community ◽

Future Research ◽

Mediated Communication ◽

Face To Face ◽

Virtual Groups ◽

Computer Mediated ◽

To Come ◽

Or Organization

Sense of virtual community is an important component of successful virtual communities. Defined as members’ feelings of belonging, identity, and attachment with each other in computer-mediated communication, sense of virtual community distinguishes virtual communities from mere virtual groups. Sense of virtual community is believed to come from members’ exchange of social support as well as creating their own identity and learning the identity of others members. It is believed to lead to positive outcomes such as increased satisfaction and communication with the virtual community as well as to greater trust and social capital in the larger face-to-face community or organization. Future research will be able to further develop the theoretical and empirical contributions of sense of virtual community in computer-medication communication research.

Idea generation through computer‐mediated communication

Journal of Managerial Psychology ◽

10.1108/02683940510589055 ◽

2005 ◽

Vol 20 (3/4) ◽

pp. 275-291 ◽

Cited By ~ 37

Author(s):

João Pissarra ◽

Jorge C. Jesuino

Keyword(s):

Idea Generation ◽

Communication Process ◽

Nominal Group ◽

Mediated Communication ◽

Content Type ◽

Computer Mediated ◽

New Ideas ◽

Group Members ◽

PurposeBrainstorming is a well‐known group process for generating new ideas and stimulating creativity. Important as well as robust findings have been achieved in determining which factors contribute most to facilitating or hindering the group's ideas productivity. Research aimed at comparing face‐to‐face (FTF) with computer‐mediated communication (CMC) led to the conclusion that this latter shared with the nominal group technique the advantages of avoiding either the blocking effect or the identification of the source. More recently, attention has turned to the possible effects of group support system (GSS) in the mediating cognitive processes of generating new ideas. The present study aims to examine the effects of the type of tool and of the anonymity condition on the quality, quantity and diversity of the generated ideas, as well as on group members' satisfaction.Design/methodology/approachUses a 2 × 2 factorial design combining two different GSS tools (topic commenter vs EBS) with anonymity versus non‐anonymity.FindingsIt was found that anonymity generated more satisfaction among the group members. A marginal effect on satisfaction was also found to be related with the type of tools. Contrary to expectations, the EBS tool was not found to generate greater diversity of ideas. An interesting finding not anticipated was the impact of technology on the flow of ideas and on the emergence of new conceptual categories, probably due to alternative strategies of task structuring.Research limitations/implicationsThe use of students as subjects, and the running of the experimental work in a scholarly context, could have contributed to the elimination of fears and to freeing the participants from any inhibition in the anonymity conditions. Within an organisational context with higher social stratification, such anonymous procedures could have significant outcomes. Future research will have to examine whether this effect is relevant to other types of topics and other populations. Another aspect that it is important to re‐examine is the effect of anonymity on the emergence of minority ideas, which could stimulate innovation.Practical implicationsThe type and characteristics of tools were shown to be a decisive factor in the participants' satisfaction, in the communication process and in the idea generation and clustering processes. Although tenuous, this set of data could mean that the characteristics of the tools interfere with the cognitive mechanisms present in the brainstorming technique.Originality/valueExamines the effect of the technology and anonymity in ideas generation within a group context on the satisfaction of the participants.

Training to Improve Trust in Virtual Teams

Encyclopedia of Networked and Virtual Organizations ◽

10.4018/978-1-59904-885-7.ch220 ◽

2011 ◽

pp. 1667-1674

Author(s):

Monique L. French ◽

Peggy M. Beranek

Keyword(s):

Virtual Teams ◽

Project Teams ◽

Mediated Communication ◽

Team Members ◽

Trust Development ◽

Face To Face ◽

Computer Mediated ◽

Efficient Communication ◽

Several factors have been shown to affect how effective virtual teams communicate. One of these factors, trust, has received a great deal of attention by researchers. However, most virtual team members do not receive training on how to effectively communicate and promote trust. Several theories have questioned the ability of computer-mediated systems to aid the development of communication, trust, and other interpersonal attributes that are needed to form successful teams. Some researchers suggest computer-mediated communication does not differ from face-to-face communications in terms of the substance but in terms of a slower rate of transfer. However, most academic virtual teams and many organizational project teams meet over the course of several months and are then disbanded, thereby not having enough time to develop the types of links needed for effective, efficient communication. Our research investigates the impact of training on trust development by tracking trust levels among members of virtual teams in an academic environment. We extend the current research on the use of virtual teams by applying team training and tracking the resulting change in trust.

The Dark Side of a Smiley

Social Psychological and Personality Science ◽

10.1177/1948550617720269 ◽

2017 ◽

Vol 9 (5) ◽

pp. 614-625 ◽

Cited By ~ 16

Author(s):

Ella Glikson ◽

Arik Cheshin ◽

Gerben A. van Kleef

Keyword(s):

First Impressions ◽

Dark Side ◽

Emotional Expressions ◽

Mediated Communication ◽

Face To Face ◽

Work Related ◽

Computer Mediated ◽

The Social ◽

First impressions are heavily influenced by emotional expressions such as smiles. In face-to-face contact, smiling individuals are perceived as warmer and as more competent than nonsmiling individuals. In computer-mediated communication, which is primarily text-based, the “smiley” (☺) constitutes the digital representation of a smile. But is a smiley a suitable replacement for a smile? We conducted three experiments to examine the impact of smiley use on virtual first impressions in work-related contexts. Our findings provide first-time evidence that, contrary to actual smiles, smileys do not increase perceptions of warmth and actually decrease perceptions of competence. Perceptions of low competence in turn undermined information sharing. The adverse effects of smiley use are moderated by the formality of the social context and mediated by perceptions of message appropriateness. These results indicate that a smiley is not a smile. The findings have implications for theorizing on the social functionality of virtual emotional expressions.

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

Social Psychology Quarterly ◽

10.1177/01902725211030252 ◽

2021 ◽

pp. 019027252110302

Author(s):

Susan Sprecher

Keyword(s):

Mixed Mode ◽

Social Bonds ◽

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.