A Measuring of Task-Technology Fit for Computer-Mediated Communication

2000 ◽  
pp. 145-158
Author(s):  
E. Vance Wilson ◽  
Joline P. Morrison
Keyword(s):  
Communication Systems ◽  
Group Support Systems ◽  
Computer Mediated Communication ◽  
Task Type ◽  
Mediated Communication ◽  
Practical Applications ◽  
Computer Mediated ◽  
Research Findings ◽  
Task Types ◽  
Choice Tasks

A key determinant in the success of computer-mediated communication systems (CMCS) and group support systems (GSS) is the task they are used for (Huber, 1984; DeSanctis & Gallupe, 1987). Task models and theories exist in the domain of non-mediated groups (e.g., McGrath, 1984; Wood, 1986) but application of these to GSS and CMCS has been spotty and the results equivocal (Zigurs & Buckland, 1998). Although research findings repeatedly suggest that the fit between task and computer-mediated communication technology is important, researchers have not yet been able to comprehensively describe or measure the dimensions of appropriate fit. This chapter describes the development and initial testing of an instrument to measure the perceived effectiveness of CMCS based on task type (hereafter PE measure). The PE measure extends prior research in several ways. First, it operationalizes the four major dimensions of McGrath’s task circumplex (McGrath, 1984; McGrath & Hollingshead, 1994), a model which frequently is used as a conceptual framework for studying GSS and CMCS (Dennis & Gallupe, 1993). Thus, it will be straightforward to integrate findings from studies that use the PE measure into the existing literature. Second, all four task types are incorporated into the PE measure, where prior research has focused primarily on generation tasks and, to a lesser extent, choice tasks. This comprehensive view of the overall task construct should benefit the process of theory-building as well as prediction in practical applications. Third, the PE measure has been tested successfully within heterogeneous task domains, suggesting that the instrument has validity and is relatively robust.

The effects of task type in Synchronous Computer-Mediated Communication

ReCALL ◽  
2010 ◽  
Vol 22 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Yucel Yilmaz ◽  
Gisela Granena
Keyword(s):  
English Language ◽  
Computer Mediated Communication ◽  
Task Type ◽  
Focus On Form ◽  
Mediated Communication ◽  
Language Program ◽  
Computer Mediated ◽  
The Us ◽  
Task Types ◽  
Esl Learners

AbstractThis study examines the potential of learner-learner interaction through Synchronous Computer-Mediated Communication (SCMC) to focus learners’ attention on form. Focus on form is operationalized through Language-Related Episodes (LREs), instances where learners turn their attention to formal aspects of language by questioning the accuracy of their own or each other’s language use. The study also compares two task types, jigsaw and dictogloss, with respect to the number and characteristics of LREs. Ten adult intermediate ESL learners from an intensive English language program in the US worked together in dyads to carry out one jigsaw and one dictogloss task in an SCMC environment. Tasks were controlled for content and were presented in two alternative orders. The dictogloss in this study generated more LREs than the jigsaw. LREs were also qualitatively different across task types. Jigsaw LREs were implicit and did not result in incorrectly solved outcomes, whereas dictogloss LREs were explicit and resulted in correctly solved, incorrectly solved, and unresolved outcomes.

Effects of Different Types of Tasks on Junior ELT Students’ Use of Communication Strategies in Computer-Mediated Communication

2013 ◽  
Vol 3 (2) ◽  
pp. 17-40 ◽  
Author(s):  
Nur Eser Altun ◽  
Senem Yildiz
Keyword(s):  
Decision Making ◽  
Communication Strategies ◽  
Computer Mediated Communication ◽  
Task Type ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Different Types ◽  
End Use ◽  
Task Types

This study describes the use of communication strategies in a synchronous computer-mediated communication (CMC) environment and examine whether task type has an influence on the frequency and variety of communication strategies (CS) used in this environment. To this end, use of CSs in three different communicative task types: jigsaw, decision-making and opinion-exchange were examined, based on and adapted from Dörnyei and Scott’s (1997) and Smith’s (2003) CS taxonomies. The data for this study was collected from 36 junior ELT students studying in a Turkish university. The results showed that the participants made use of a variety of CSs that were previously observed in face-to-face communication, and they used some CSs which are peculiar to CMC environment. It was also found that task type affected the frequency and type of CS used, favoring jigsaw task types in resulting more use of CSs.

Leadership Competencies for Managing Global Virtual Teams

2008 ◽  
pp. 1303-1310
Author(s):  
Diana J. Wong-MingJi
Keyword(s):  
Virtual Teams ◽  
Strategic Alliances ◽  
Communication Systems ◽  
Computer Mediated Communication ◽  
Leadership Competencies ◽  
Stock Exchanges ◽  
Global Virtual Teams ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Organizational Hierarchies

The demand for leadership competencies to leverage performance from global virtual teams (GVTs) is growing as organizations continue to search for talent, regardless of location. This means that the work of virtual leaders is embedded in the global shifting of work (Tyran, Tyran & Shepherd, 2003). The phenomenon began with the financial industry as trading took place 24/7 with stock exchanges in different time zones. It is expanding into other industries such as software programming, law, engineering, and call centers. GVTs support the globalization of work by providing organizations with innovative, flexible, and rapid access to human capital. Several forces of competition contribute to the increasing adoption of GVTs, including globalizing of competition, growing service industries, flattening of organizational hierarchies, increasing number of strategic alliances, outsourcing, and growing use of teams (Pawar & Sharifi, 1997; Townsend, DeMarie & Hendrickson, 1998). The backbone of GVTs is innovation with computer-mediated communication systems (CMCSs). Advances with CMCSs facilitate and support virtual team environments.

Training Techniques for Developing Trust in Virtual Teams

2011 ◽  
pp. 1659-1666
Author(s):  
Peggy M. Beranek ◽  
Ben Martz ◽  
Monique French
Keyword(s):  
Organizational Performance ◽  
Virtual Teams ◽  
Communication Systems ◽  
Computer Mediated Communication ◽  
Past Research ◽  
Mediated Communication ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Comparison Of The Results

Trust among team members is a major factor influencing the cohesiveness of the group, trust also has a direct impact on team performance, problem solving, organizational performance, and organizational communication. Virtual teams are teams in which members are distributed and communicate via computer-mediated communication systems (CMCS). Past research has indicated that the development of trust among team members requires face-to-face communication, thereby making it difficult for virtual teams to develop trust. Recent research has shown that it is possible to train virtual teams to exhibit higher levels of trust. This paper describes and discusses different methods of trust training for virtual teams. We offer a comprehensive comparison of the results and analysis of the training programs of these studies and offer advice on developing and conducting such programs.

Knowledge Communication with Shared Databases

2011 ◽  
pp. 424-435 ◽  
Author(s):  
Joachim Kimmerle ◽  
Ulrike Cress
Keyword(s):  
Computer Mediated Communication ◽  
Future Trends ◽  
Mediated Communication ◽  
Practical Applications ◽  
Technological Factors ◽  
Empirical Results ◽  
Theoretical Approaches ◽  
Computer Mediated ◽  
The Impact ◽  
Knowledge Communication

Addressing knowledge communication with shared databases, this chapter focuses on an asynchronous, many-to-many type of computer-mediated communication (CMC). After an introduction, which characterizes this kind of CMC and provides definitions, various aspects are discussed that influence people’s behavior in knowledge communication with shared databases. This presentation focuses on psychological rather than on technological factors. The first aspect presented is the influence of anonymity and identifiability, followed by the impact of metaknowledge. Next, costs and bonus systems, and then feedback and guidelines are discussed. Other aspects which are considered are group size and participant personality. For each of these influencing factors, underlying theoretical approaches as well as empirical results are presented. Subsequently, these considerations and findings are examined with respect to their practical applications. In conclusion, future trends in database-oriented knowledge communication are discussed.

Knowledge Communication with Shared Databases

2009 ◽  
pp. 1670-1681 ◽  
Author(s):  
Joachim Kimmerle ◽  
Ulrike Cress
Keyword(s):  
Computer Mediated Communication ◽  
Future Trends ◽  
Mediated Communication ◽  
Practical Applications ◽  
Technological Factors ◽  
Empirical Results ◽  
Theoretical Approaches ◽  
Computer Mediated ◽  
The Impact ◽  
Knowledge Communication

Addressing knowledge communication with shared databases, this chapter focuses on an asynchronous, many-to-many type of computer-mediated communication (CMC). After an introduction, which characterizes this kind of CMC and provides definitions, various aspects are discussed that influence people’s behavior in knowledge communication with shared databases. This presentation focuses on psychological rather than on technological factors. The first aspect presented is the influence of anonymity and identifiability, followed by the impact of metaknowledge. Next, costs and bonus systems, and then feedback and guidelines are discussed. Other aspects which are considered are group size and participant personality. For each of these influencing factors, underlying theoretical approaches as well as empirical results are presented. Subsequently, these considerations and findings are examined with respect to their practical applications. In conclusion, future trends in database-oriented knowledge communication are discussed.

Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis

ReCALL ◽  
2014 ◽  
Vol 27 (3) ◽  
pp. 261-287 ◽  
Author(s):  
Huifen Lin
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Large Body ◽  
Experimental Studies ◽  
Oral Proficiency ◽  
Task Type ◽  
Oral Performance ◽  
Mediated Communication ◽  
Computer Mediated

AbstractThe ever growing interest in the development of foreign or second (L2) oral proficiency in a computer-mediated communication (CMC) classroom has resulted in a large body of studies looking at both the direct and indirect effects of CMC interventions on the acquisition of oral competences. The present study employed a quantitative meta-analytic approach to investigate such effects by synthesizing (quasi)experimental studies that provide empirical quantitative data for effect size calculation. A literature search located 25 relevant studies for the final analysis. Each study was independently coded for learner, design and publication characteristics. The averaged effect size was estimated from the included studies. The results of the meta-analysis reveal that communication mediated by computer/technologies produced a moderate positive effect on L2 learners’ oral proficiency compared to face-to-face (F2F) communication or no interaction. Furthermore, CMC has roughly similar effect on pronunciation, lexical and syntactic level of oral production; however, it might have a negative impact on fluency and accuracy. This meta-analysis also found that the effect of CMC on oral proficiency depends on several methodological factors such as task type, outcome measurement, treatment length, and assessment task. Major findings of the current meta-analysis include: (1) studies relying on elicited data are superior to those utilizing naturalistic data; (2) reading aloud seems to be the task that could elicit the best oral performance from students; (3) surprisingly, CMC appeared to be harmful for accuracy and fluency; (4) studies that employed decision-making generated the largest effect size, followed by studies that used more than one task type; (5) among the four tasks, jigsaw actually generated a negative effect on oral performance; and (6) as the most popular task employed by primary researchers, opinion-exchange studies produced the smallest effect size. These findings need to be interpreted as exploratory rather than confirmatory since each of them became less trustworthy after taking into consideration numerous other factors such as CMC task and the particular CMC tool used, etc. Future research suggestions are provided and the limitations of this meta-analysis are addressed.

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