It Was Only Natural

2010 ◽  
pp. 160-179 ◽  
Author(s):  
Elizabeth Meyers Hendrickson
Keyword(s):  
New Media ◽  
Organization Theory ◽  
Organizational Context ◽  
Instant Messaging ◽  
Computer Mediated Communication ◽  
Theoretical Perspective ◽  
Mediated Communication ◽  
Theoretical Frameworks ◽  
Computer Mediated ◽  
Primary Means

This chapter describes the cross-disciplinary conceptual frameworks used to examine a popular American entertainment website that employs a virtual newsroom utilizing instant messaging as its primary means of communication. This computer-mediated communication reconfigures the standard place-based newsroom arrangements and significantly influences the group’s organizational dynamics and culture. Because of the distinctive content and unconventional organizational structure of this site, no single theoretical perspective can be applied to its organizational context and content. Therefore a combination of organization theory (Schein, 2004), and newsroom sociology theoretical frameworks articulates an emerging dynamic represented by such a medium’s evolution from hierarchical to networked organization. This chapter exemplifies the potential for new media researchers to adopt a cross-disciplinary approach to their analysis. As old models for understanding media cease to support the complex structures of new organizations we must look to other frameworks for additional guidance.

scholarly journals Getippte Dialoge in neuen Medien. Sprachkritische Aspekte und linguistische Analysen

2009 ◽  
Vol 37 (1) ◽  
Author(s):  
Christa Dürscheid ◽  
Sarah Brommer
Keyword(s):  
New Media ◽  
Mobile Phone ◽  
Instant Messaging ◽  
Computer Mediated Communication ◽  
Oral Communication ◽  
Mediated Communication ◽  
Interactional Linguistics ◽  
The Public ◽  
Computer Mediated ◽  
Private Writing

This article focuses on every day communication in New Media with special regards to private writing on Instant Messaging. After brief introductory thoughts about writings beyond the linguistic norm in New Media we compare the specific circumstances of "new" writing via internet and mobile phone with "traditional" offline writing that can be realized by the use of a computer, a type writer or by hand. How this new writing is judged by the public, whether it is considered to be "good" or "bad" and how experts position themselves in this discussion, is shown in section 3. Section 4 takes a look at which linguistic theories might apply to the analysis of typed dialogues in computer mediated communication. The main focus here is on the theory of Interactional Linguistics which formerly had been applied only to the analysis of oral communication. Finally, language critical and linguistic aspects of writing in the New Media are discussed in a brief synopsis.

scholarly journals Extending Impression Management Theory: The Need for Privacy vs. the Need to Express Information on Instant Messaging Apps

2020 ◽  
Vol 8 (1) ◽  
pp. 72
Author(s):  
Tsfira Grebelsky-Lichtman ◽  
Ziv Adato ◽  
Shira Traeger
Keyword(s):  
New Media ◽  
Interpersonal Communication ◽  
Impression Management ◽  
Online Survey ◽  
Instant Messaging ◽  
Computer Mediated Communication ◽  
Analytical Framework ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Express Information

Impression management (IM) is a central assertion in interpersonal communication. There is increasing interest in exploring IM in new media. However, studies exploring IM in popular instant-messaging apps are lacking. Our main aims in the present study are to fill this gap and extend IM theory toward an innovative theoretical and analytical framework of computer-mediated communication (CMC). This study analyzed the popular instant-messaging app WhatsApp, the largest app for social chatting that has users all over the world.We utilized a multi-variant design of quantitative and qualitative analysis, and conducted content analysis of WhatsApp profiles (n=546); an online survey of WhatsApp users (n=600); and in-depth interpersonal interviews (n=30). The findings demonstrate the structure, motivations, and communication functions of CMC IM. The proposed framework provides composite theoretical explanations, of psychological and sociological perspectives, for the IM’s conflicting motivations: the need for privacy and the need to express information. Moreover, this study delineates the effect of gender and marital status on IM through instant-messaging app. The theoretical and analytical framework develops an impression construct that both reduces and increases information, which activates synchronous and asynchronous features of instant-messaging apps, which affects interpersonal communication.

scholarly journals Card Stories on YouTube: A New Frame for Online Self-Disclosure

2014 ◽  
Vol 2 (1) ◽  
pp. 2-12 ◽  
Author(s):  
Sabina Misoch
Keyword(s):  
New Media ◽  
Strong Correlation ◽  
Exploratory Study ◽  
Visual Analysis ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Self Disclosure ◽  
Research Results ◽  
The Public ◽  
Computer Mediated

This paper deals with the phenomenon of so-called (note) card stories on YouTube. Card stories can be described as self-disclosing videos or confessions, using a new frame for telling one’s own story audio-visually to the public by combining ‘old’ (hand-written messages) and ‘new’ media (video, computer mediated communication). In 2012/13, a qualitative and exploratory study with a sample of 25 card story videos on YouTube was conducted. The content and visual analysis revealed (1) that these videos are bound to a very specific frame of presentation, (2) that they deal with specific topics, and (3) that the presenter does not remain (visually) anonymous. These findings question previous research results that stressed a strong correlation between online self-disclosure and (visual) anonymity; further, the findings show that this special frame of textual confessions via video supports deep self-disclosures.

scholarly journals New Media Technology in Developing Effective Organizational Internal Communication

Humaniora ◽  
2017 ◽  
Vol 8 (1) ◽  
pp. 21
Author(s):  
Nur Kholisoh ◽  
Ria Sulastri
Keyword(s):  
New Media ◽  
Computer Mediated Communication ◽  
Research Result ◽  
Internal Communication ◽  
Communication Pattern ◽  
Media Technology ◽  
Mediated Communication ◽  
Media Communication ◽  
Computer Mediated

The article was intended to investigate various benefits of Whatsapp Messenger application for an effective intenal communication in PT Euro Management Indonesia. In addition, this research also aimed to map the organizational internal communication pattern through the use of Whatsapp Messenger application. The research used theories of organizaional communication, new media communication pattern, and computer mediated communication (CMC). Moreover, paradigm used in the research was constructivist with qualitative approach and the research method was case study. The research result finds that the use of new media Whatsapp Messenger as a tool of communication can build effective internal communication in PT Euro Management Indonesia. Moreover, it also shows that the internal organizational communication pattern in PT Euro Management Indonesia used in Whatsapp Messenger application is conversation pattern.

The systematization and typology of the instant messaging writing system used by young Israeli Arabs

2008 ◽  
Vol 11 (1) ◽  
pp. 35-48 ◽  
Author(s):  
Sandy Habib ◽  
Dennis Kurzon
Keyword(s):  
Instant Messaging ◽  
Computer Mediated Communication ◽  
Writing System ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Israeli Arabs ◽  
Roman Script

This study investigates a new writing system based on the Roman script that has been used by Israeli Arabs in Israel for about ten years. This system is associated with instant messaging (IM); people usually use it when sending SMSs or when utilizing any of the computer-mediated communication forms, such as Messenger. The paper focuses on the systematization and the typology of this writing system based on data collected from about 40 participants studying in the same school. The results show that most of the participants have used this system systematically, and that this system can be classified as a developing alphabet.

scholarly journals Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment

2020 ◽  
Vol 37 (2) ◽  
pp. 210-233
Author(s):  
Nicole Ziegler ◽  
Kara Moranski ◽  
George Smith ◽  
Huy Phung
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Collaborative Work ◽  
Computer Mediated Communication ◽  
Instructional Video ◽  
Control Group ◽  
Mediated Communication ◽  
Theoretical Frameworks ◽  
Metacognitive Instruction ◽  
Computer Mediated

Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have examined how metacognitive instruction (MI) may be used to explicitly train learners in the provision of interactional feedback, with results showing increased instances of feedback (Fujii et al., 2016) and improved L2 outcomes (e.g., Sato & Loewen, 2018; Sippel, 2019). Building on this work, this exploratory study investigated the effects of MI on intermediate L2 English learners’ (n = 26) provision of interactional features in synchronous computer-mediated communication. Using a pretest-treatment-posttest design, all learners completed three decision-consensus tasks, with learners in the treatment group receiving direct instruction on the benefits of interaction via an instructional video, a practice task, and subsequent whole-class debriefing. The control group completed the tasks without MI. Results demonstrate that learners’ provision of interactional feedback and language-related episodes increased following MI, with qualitative measures indicating learners had positive perceptions of the training and improved awareness of the potential benefits of interactional feedback in computer-mediated communication. De multiples approches théoriques soutiennent la notion de rétroaction interactionnelle comme facilitateur du développement d’une langue seconde (L2). Cependant, les recherches démontrent que les apprenants évitent souvent de présenter une rétroaction pendant le travail collaboratif entre pairs, ne profitan ainsi pas des principales possibilités d’apprentissage et de développement des langues. Des études récentes ont examiné comment l’enseignement métacognitif (EM) peut être utilisé pour former explicitement les apprenants à la rétroaction interactionnelle, les résultats montrant une augmentation des cas de rétroaction (Fujii et al., 2016) et une amélioration des résultats en L2 (par exemple, Sato & Loewen, 2018; Sippel, 2019). S’appuyant sur ces travaux, cette étude exploratoire a examiné les effets de l’EM sur l’offre de fonctions interactionnelles dans la communication synchrone par ordinateur aux apprenants d’anglais de niveau intermédiaire L2 (n = 26). En utilisant un modèle de pré-traitement-post-test, tous les apprenants ont accompli trois tâches de consensus décisionnel, les apprenants du groupe de traitement recevant des consignes directes sur les avantages de l’interaction via une vidéo pédagogique, une tâche de pratique et un compte rendu ultérieur pour toute la classe. Le groupe de contrôle a effectué les tâches sans EM. Les résultats montrent que l’apport d’une rétroaction interactionnelle et d’épisodes liés à la langue par les apprenants a augmenté après l’EM, avec des mesures qualitatives indiquant que les apprenants avaient des perceptions positives de la formation et une meilleure sensibilisation aux avantages potentiels de la rétroaction interactionnelle dans la communication par ordinateur.

IM's Growth, Benefits, and Impact on Communication

2011 ◽  
pp. 804-814
Author(s):  
Sarah Rofofsky Marcus
Keyword(s):  
Instant Messaging ◽  
Computer Mediated Communication ◽  
Synchronous Communication ◽  
Written Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Pros And Cons

This chapter introduces synchronous, one-on-one, computer mediated communication. A discussion then is presented on the growth of typewritten, synchronous communication, beginning with the Tele- Typewriter/Telecommunications Device for the Deaf (TTY/TDD), and how instant messaging (IM) can benefit those who are deaf, and also others who wish to communicate rapidly without the use of a telephone or face-to-face (f2f) communication. Besides discussing benefits of synchronous, text-based, one-on-one communication, this chapter will also address the downfall to the written communication caused by the overuse of abbreviations and emoticons that is coming into regular use outside of the IM environment. After the author examines the pros and cons of CMC via IM, implications of the growth of CMC via IM are considered.

Expanding the Information Carrying Capacity of the New Media in the Context of Virtual Teams

2011 ◽  
pp. 263-276
Author(s):  
John D’Ambra ◽  
Zixiu Guo
Keyword(s):  
New Media ◽  
Virtual Teams ◽  
Carrying Capacity ◽  
Computer Mediated Communication ◽  
Limited Information ◽  
Mediated Communication ◽  
Media Richness Theory ◽  
Computer Mediated ◽  
The Subject

This chapter considers the pivotal role of computer-mediated communication in supporting the work of virtual teams. The limited information carrying capacity of computer-mediated communication channels has been well documented and the subject of much research. Media richness theory is the context for a proposed technique aiming to increase the information carrying capacity of CMC in virtual teams. The technique, based upon developing a shared social construction, is presented and suggestions on how it may be evaluated are proposed.

Grounding CSCW in Social Psychology

2006 ◽  
pp. 257-260 ◽  
Author(s):  
Umer Farooq ◽  
Peter G. Fairweather ◽  
Mark K. Singley
Keyword(s):  
Social Psychology ◽  
Support Groups ◽  
Organization Theory ◽  
Communication Systems ◽  
Computer Mediated Communication ◽  
Panel Discussion ◽  
Group Processes ◽  
Group Decision Support Systems ◽  
Mediated Communication ◽  
Computer Mediated

Computer-Supported Cooperative Work (CSCW) is largely an applied discipline, technologically supporting multiple individuals, their group processes, their dynamics, and so on. CSCW is a research endeavor that studies the use of, designs, and evaluates computer technologies to support groups, organizations, communities, and societies. It is interdisciplinary, marshalling research from different disciplines such as anthropology, sociology, organizational psychology, cognitive psychology, social psychology, and information and computer sciences. Some examples of CSCW systems are group decision support systems (e.g., Nunamaker, Dennis, Valacich, Vogel, & George, 1991), group authoring systems (e.g., Guzdial, Rick, & Kerimbaev, 2000), and computer-mediated communication systems (e.g., Sproull & Kiesler, 1991). Behavioral and social sciences provide a rich body of research and theory about principles of human behavior. However, researchers and developers have rarely taken advantage of this trove of empirical phenomena and theory (Kraut, 2003). Recently, at the 2004 Conference on CSCW, there was a panel discussion chaired by Sara Kiesler (Barley, Kiesler, Kraut, Dutton, Resnick, & Yates, 2004) on the topic of incorporating group and organization theory in CSCW. Broadly speaking, the panel discussed some theories applicable to CSCW and debated their usefulness. In this article, we use the theory of small groups as complex systems from social psychology in a brief example to allude to how it can be used to inform CSCW methodologically and conceptually.

Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities

2002 ◽  
Vol 8 (2) ◽  
pp. 52-64
Author(s):  
Ann Smith
Keyword(s):  
Collaborative Learning ◽  
New Media ◽  
Management Education ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Perceptual Skills ◽  
Computer Mediated ◽  
The Individual ◽  
Management Students ◽  
Collaborative Learning Opportunities

ABSTRACTGiven the need to provide increased opportunities for busy managers to learn, but their reduced availability to attend formal on-campus classes, management students and corporate employers have turned to Distance Education (DE) provision as an alternative to face-to-face (FtF) programmes.Providing flexible delivery, however, does not guarantee that the learning requirements of management students will be met, and needs to be considered in terms of the limits and enhancements to learning that different flexible methodologies support. DE comes in many forms and pedagogics, uses a variety of media, and tends to be designed with the individual learner in mind, whereas the demand for work-relevant management skills requires Management Education (ME) programmes to include collaborative as well as individual modes of learning.Managers require integrative knowledge, emotional intelligence, and complex social and perceptual skills and attitudes that increasingly reflect ethical and values-oriented behaviour. At issue in the shift from FtF to DE is the need to provide opportunities for the ongoing social and interpersonal skills development that would normally occur within the classroom. For DE to add value to management learners it needs to offer flexibility that supports quality work-relevant education.In this paper the author explores whether print-based DE combined with Computer Mediated Communication (CMC) technologies provides a solution. CMC is a networked electronic medium; used in conjunction with print-based DE it can provide opportunities for group interactivity and collaborative learning. Since the skills required for effective CMC participation are also synergistic with the socio-cultural and technical skills required of today's ‘networked manager’, the author suggests that there are further advantages to including CMC as part of the ME curriculum. From a review of the literature, the author concludes that there is much benefit in combining the two methodologies provided that:• appropriate pedagogy is designed into the combined media• the flexibility and educational needs of management learners are met• educators and learners learn how to learn by the new media.

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