Browsing by Subject "Computer-mediated communication"
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Item Being polite in your second life : a discourse analysis of students’ interchanges in an online collaborative learning environment(2010-12) Chiang, Yueh-Hui; Resta, Paul; Schallert, Diane L.; Maloch, Beth; Liu, Min; Hughes, JoanWith the improvement of computer technology and the prevalence of the Internet, learning activities taking place in cyberspace by means of computer-mediated communication have become more common and accessible than even a decade ago. Being interested in how politeness phenomena as universal principles in human interaction played a role in the process of online collaborative learning in a graduate-level course, I conducted a naturalistic inquiry to explore students’ interaction through the lens of Brown and Levinson’s politeness theory (1987). I analyzed the exchanges of 18 students divided into four teams with a consideration for such contextual factors as concerns about netiquette, time, modes of online communication, discourse functions, and sense of community. Influenced by the tradition of interpretivist/constructivist research paradigm, I adopted diverse data collection methods and discourse analytical techniques. Data are reported as a case study of a purposefully selected focal team of five students with supporting evidence interweaving multiple data sources (online discussion, self-reflective blog entries, self-report portfolios, peer/self assessments, field notes, videotapes of voice chat sessions, audiotapes of interviews, and online survey responses). Given the context of students being required to work collaboratively as a team throughout the semester, the findings of this study suggested that the focal team used a variety of politeness strategies to establish cohesion among members and to moderate the force imposed by presupposing too much underlying solidarity. Five contextual factors also emerged as influencing the focal team’s use of politeness strategies: norms/convention, online communication medium, topics and content of discussion, social distance, and personal differences. Instructional technology is subject to innovation and is meant to facilitate learning. Incorporating new technology (e.g., Second Life) into instructional settings can create new opportunities for learning on which learners’ use of politeness strategies depends. Thus, this study about politeness in an online collaborative learning context not only contributes to enriching views of politeness theory, but also in being able to help prepare learners to collaborate effectively in new immersive learning environments with comfort in the ways of fostering awareness of face-saving concerns to avoid or redress face threat situations that may damage team collaboration and lead to a negative learning experience.Item Benefits of Internet use in supporting rural life : managing social networks and exchanging social support in a rural area(2010-05) Park, Namsu; Strover, Sharon; Straubhaar, Joseph; Stein, Laura; Tyner, Kathleen; Lasorsa, DominicThe purpose of this study was (1) to examine rural residents’ perceived social support from Internet use for communication and (2) to understand the meanings associated with rural Internet users’ social media use, particularly with respect to mediating diverse social ties and exchanging different types of social support. To assess how Internet use affects rural residents’ sense of social support, this study investigated dynamic relationships between online communication and perceived social support by looking at interaction effects relative to extroversion, size of social networks, broadband use, and length of time using the Internet. To explore how social media are situated in a rural area, the present study investigated how rural residents use social network sites (SNSs) to maintain social contacts and exchange social support with members of their networks.Item Bystander intervention in cyberbullying(2013-08) Brody, Nicholas Paul; Vangelisti, Anita L.Cyberbullying incidents often occur in the presence of other bystanders. The inaction of bystanders can augment the deleterious effects of bullying on a victim. However, bystanders can often take action to stop a cyberbullying incident or offer support to the victim. Two studies examined the association between several variables which were expected to influence the propensity for a bystander to take action in cyberbullying incidents -- the number of bystanders, the depersonalization/anonymity of the bystander, and the relational closeness between the bystander and the victim. Moreover, the first study addressed the need for more descriptive research into cyberbullying by examining the strategies and topics used by perpetrators. Results of both Study 1 and Study 2 provided support for the diffusion of responsibility effect. Specifically, a higher number of bystanders was negatively associated with a bystander's propensity to intervene and stop the incident. In Study 2, this effect was moderated by both depersonalization and closeness. That is, individuals were most likely to intervene when they did not feel depersonalized, the victim was a close friend, and there were a low number of bystanders. Moreover, in both Study 1 and Study 2 the perceived anonymity of bystanders negatively related to their propensity to intervene, and closeness with the victim was associated with a higher likelihood to intervene and support the victim. Finally, descriptive data illustrated the types and strategies of cyberbullying episodes which occur in a college-aged sample. Altogether, the results shed light on the interplay of context, relationships, and technology in the behavior of bystanders to a cyberbullying episode.Item Connecting the links : socio-constructivism, historical thinking and online discussion forums(2010-12) Blankenship, Whitney Gordon; Salinas, Cinthia; Field, Sherry L.; Obenchain, Kathryn M.; Brown, Anthony; Lee, John K.; Hicks, DavidThis qualitative interpretive research study of students participating in online discussion forums explores how the socio-constructivist nature of online discussion forums fosters the development of historical thinking. The study also focuses attention on the development of the historical understandings of students as they participant in online discussion forums in particular significance, empathy and agency. Set within the context of discussion forums and framed by socio-constructivism and historical thinking, the study uncovered what it means for students to “do history” and how students construct their own historical narratives as they interact with their peers online. Data collection included transcripts of online discussion forums, interviews with participants and the collection of other related artifacts. Findings suggest that the online discussion forums facilitate socio-constructivism in the classroom by providing students with extended opportunities to engage with their peers ideas and assumptions. Additionally, the findings also conclude that students understanding of significance, empathy and agency are related to their interactions with both the official and unofficial curriculums and the temporal and physical proximity of examples to students lived experiences.Item Determinants of consumer engagement in electronic word-of-mouth in social networking sites(2009-08) Chu, Shu-Chuan; Choi, Sejung MarinaIn recent years, social networking sites have become a prevailing communication technology in the evolution of the digital era for today’s Internet users (Ipsos Insight 2007). As more and more marketers attempt to harness the power of electronic word-of-mouth (eWOM) in social networking sites (Williamson 2006), rigorous investigation of determinants that lead to consumers’ engagement in eWOM via the social networks is becoming critical. A central question to answer is what factors influence eWOM behavior in social networking sites and what are the underlying processes of eWOM communications in this new social medium. This study focuses on five social relationship variables: social capital, tie strength, homophily, trust, and consumer susceptibility to interpersonal influence that are all related to eWOM behavior in social networking sites. An online survey with a sample drawn from a large southwestern university was conducted to examine predictors of eWOM in social networking sites. Results from a series of multiple regression analyses indicate that certain social relationship variables are significant predictors that relate to social networking site users’ eWOM behavior. Out of the five relationship variables, social capital, homophily, trust, and interpersonal influence were found to significantly relate to users’ engagement in eWOM communications, whereas no effect was found with regard to tie strength. My dissertation research provides a theoretical understanding of consumers’ use of social networking sites as a vehicle for eWOM and contributes to the literature on computer-mediated communication with specific emphasis on online social media. Managerially, findings from this research could provide marketers with valuable information to establish their long-term relationships with consumers and use beneficial eWOM to promote selected brands. In conclusion, examining social relationships in social networking sites could contribute to our understanding of the determinants of consumer engagement in eWOM, which in turn influences the extent and pattern of eWOM and enables companies to deliberate their product diffusion strategies.Item E-mail communications among people with and without major depressive disorder(2012-08) Baddeley, Jenna L.; Pennebaker, James W.; Beevers, Christopher G.; Beer, Jennifer S.; Hixon, John G.; Rude, Stephanie S.Social interactions affect the onset and maintenance of major depressive disorder (MDD; e.g., Hammen, 2006). However, little research has examined depressed people’s communications in daily life. This dissertation’s primary aim is to test three models of the association between MDD and everyday communication. The disclosure model suggests that people with MDD, particularly if currently depressed, communicate about themselves and their distress. The social disengagement model suggests that people with MDD, particularly if currently depressed, communicate less. The selectivity model suggests that people with MDD, particularly if currently depressed, communicate more negatively only with people with whom they have closer relationships. This dissertation’s second aim is to investigate associations between communication patterns of individuals with MDD and residual depressive symptoms. Sixteen women with MDD and 15 never-depressed women submitted a year’s worth of their e-mails with up to ten correspondents. For participants with MDD the year included at least one month of depression and one month of remission. E-mails were submitted to computerized text analysis. For the primary research question, the study design was conceptualized as a 2x2 between-subjects (MDD vs. never-depressed) x within-subjects (currently depressed vs. not currently depressed) ANOVA missing one cell (never-depressed individuals with currently depression). Data were e-mails nested within correspondents within participants and were analyzed using multi-level regression. For the second research question, OLS regression analyses were used. People with MDD e-mailed their correspondents marginally more frequently when in a depressive episode, suggesting increased efforts at engagement. During episodes, however, participants showed less verbal synchrony with their correspondents. This suggests that despite reaching out more, currently depressed people are less attuned with others. People with major depressive disorder used more positive emotion words and fewer negative emotion words than never-depressed controls. Although there was a general pattern among participants of using more negative emotion words with correspondents with whom they had closer relationships, this tendency was accentuated in depressed individuals in current major depressive episodes. These findings are consistent with the view that individuals – particularly when depressed – regulate aspects of their communication to protect and manage their social relationships.Item An evaluation of the influence of computer-mediated communication on motivation, visualization of the self, learning experience, and self-efficacy in deaf students learning English as a second language(2012-12) Garberoglio, Carrie Lou; Borich, Gary D.; Schallert, Diane LComputer-mediated communication (CMC) has been shown to facilitate positive outcomes in language learning environments, including greater motivation, positive attitudes, and increased interactive quantity and quality of language use. This study posits that CMC can serve as an affordance that allows for increased opportunities for deaf students to engage in direct, collaborative learning and meaningful interaction in English that then allows for increased motivation, improved visualizations of the self, attitudes, and self-efficacy in English language learning. Changes in these outcomes due to the intervention of CMC in college English classes designed for the deaf student will be assessed with pre- and post-tests, using hierarchical linear modeling as a statistical methodology to capture class effects. Qualitative analyses will also capture greater levels of complexity in instructor and student experiences with CMC through interviews, observations, and transcript analysis. This report also includes an evaluation plan with an outline of the essential program components, a logic model, and analysis plan based on stakeholder questions.Item Explaining orthographic variation in a virtual community : linguistic, social, and contextual factors(2010-05) Iorio, Joshua Boyd; Epps, Patience, 1973-; Erk, Katrin; Hinrichs, Lars; Keating, Elizabeth; Sussman, HarveyThe purpose of this project is to investigate factors that can be used to explain orthographic variation in City of Heroes (CoH), a virtual community based in an online role-playing game. While a number of models of variation exist for speech, to date, no statistical models of orthographic variation in virtual communities exist. By combining traditional variationist methods with computational text processing, this project documents socially meaningful alternations in the linguistic code regarding two types of sociolinguistic variables, namely spelling and use of abbreviations. For each of the two variable types, two dependent variables are posited, i.e. the alternation between: 1) –ing and –in in durative verbal aspect marking in forms such as coming and comin, 2) –s and –z markers of plurality in words such as cats and catz, 3) abbreviated and full forms for referential abbreviation in terms such as Atlas Park and AP, and 4) abbreviated and full forms for conative abbreviations in terms such as looking for team and lft. The study investigates the role that the following factors play in explaining orthographic variation in CoH: 1) message length, 2) standardness of the immediate linguistic environment, 3) cognitive load, 4) relative proximity in the virtual space, 5) degree of message publicness, 6) experience in the community, 7) avatar gender, and 8) social group affiliation. Through mixed-effects, multivariate models, the study demonstrates that each of the predictors has some role in explaining the orthographic variability observed in the textual record of the community. Moreover, interactions between some of the predictors prove to be significant contributors to the models, which highlight the importance of addressing interaction terms in models of language variation. The findings from the study suggest that the socio-contextual meaning of particular structures in the CoH community lead authors to make linguistic choices, which are realized as alternations in the linguistic code. Finally, implications for the study of language variation in general are discussed.Item Facebook’s effect on emotional reactivity to in-lab peer feedback manipulations(2016-08) Steele, Ann Katharine; Telch, Michael Joseph; Carlson, Caryn; Gosling, Samuel; Hixon, John G.; Holahan, Charles J.; Pennebaker, James; Burke, MoiraPeer feedback is a foundational currency on the social networking platform Facebook. Facebook users share photographs and personal updates their friends can then “like” or comment on – feedback often seen by users’ friends. Negative peer feedback on Facebook can have severe consequences: media outlets have attributed teen suicides to bullying on Facebook, and some worry Facebook is dangerous for young people. While Facebook provides an additional channel for peer feedback, it is unclear whether feedback on Facebook, in the absence of face-to-face feedback, prompts emotional reactivity. We conducted three studies investigating the emotional effects of Facebook-mediated peer feedback on university students. In each we measured affect and self-esteem before and after controlled manipulations of two factors: feedback valence and communication channel. In the first study, participants believed they were evaluated to determine whether they were “likeable”. We compared participants’ emotional reactivity to acceptance or rejection feedback (feedback valence) delivered after a peer evaluation manipulation occurring either on Facebook or face-to-face (communication channel). In the second study, participants were told they would join a group in determining the “most likeable” student amongst them. We compared participants’ emotional reactivity to supportive or bullying feedback (feedback valence) delivered on Facebook either privately or publicly (communication channel). In this study we additionally measured changes in participants’ perceptions of their own social status and the social status of the person delivering feedback. In the third study, we tested whether demographic and psychosocial variables moderated the effects found in the second study. We found no appreciable differences between face-to-face and Facebook-mediated feedback. Bullying on the Facebook Profile dampened self-esteem more than bullying through Facebook’s private Messenger client, which had no appreciable effect on self-esteem. Moderation analysis revealed that only people reporting depressive symptoms indicated that bullying on the Facebook Profile dampened their self-esteem. These results suggest Facebook does not itself amplify or blunt the emotional effects of peer feedback, and instead confirms the important role individual differences play in emotional reactivity. Individual and environmental triggers of emotional reactivity, such as psychosocial vulnerabilities and sociometric status, may remain the best targets for reducing the negative effects of peer victimization.Item Graduate students’ discourse activity in synchronous online classroom discussion(2010-12) Park, Yangjoo; Resta, Paul E.This study is about graduate students’ discourse practices in a classroom text-based synchronous computer-mediated discussion (SCMD). Cultural historical activity theory (in short, Activity Theory) is the primary theoretical lens through which the data are analyzed. Engeström’s (1987) Activity System model among the various theoretical positions or perspectives of activity theorists has guided the overall process of the study, especially having the researcher focus on the identification and description of the model’s six key elements: subject, object, tool, community, rule, and division of labor. Several emerging themes were identified. An activity system in SCMD is situated in multiple dimensions of context: physical/biological, cultural/institutional, social/ emotional, and cognitive/intellectual dimensions; instead of a single utterance, a topical pair needs to be investigated as a unit of analysis in SCMD research; a collective unit of actions emerges through the discourse activity; and, finally, an ecological view is needed to understand an activity system as a whole. Based on these emerging themes, I conclude with a modified model of the activity system in the situation of dialogical transactions such as SCMD.Item Hurtful communication in close relationships : a comparison of face-to-face and mediated communication(2010-08) Jin, Borae; Dailey, René M.; Daly, John A.; Vangelisti, Anita L.; Pena, Jorge F.; Eastin, Matthew S.The present study provides a comparison of face-to-face and mediated hurtful communication in close relationships. Drawing on previous studies on hurtful communication and computer-mediated communication (CMC), an escalating hypothesis was posited that mediated hurtful messages would be perceived as more controllable, intentional, and hurtful than face-to-face (FtF) hurtful messages. Study 1 tested these predictions. Survey responses from college students who were randomly assigned to report either mediated or face-to-face hurtful interaction with a friend or romantic partner confirmed higher perceived controllability (i.e., being more deliberate on crafting hurtful messages) in the CMC than the FtF condition. Although intent and hurt were not different between the two contexts in the full sample, higher intent was found in CMC than FtF in romantic relationships. Thus, Study 2 was conducted, focusing on a comparison of FtF and text messaging in romantic relationships. Also, perceived face threat and relationship aspects—distancing effect of hurtful interactions and the effect of relationship satisfaction—were assessed. Face threat was posited to be lower in CMC than FtF context since Study 1 suggested that self-focused appraisals (e.g., humiliation) were lower for mediated hurtful messages. This difference in face threat was considered to result in similar levels of intent and hurt between the two contexts, although perceived controllability is higher in CMC. Results of Study 2 confirmed higher deliberation in CMC but failed to confirm higher intent or hurt in CMC. Further, face threat was not different between the two contexts, and controlling for face threat did not reveal the escalating effect (i.e., higher intent or hurt in CMC). Regarding relationship aspects, higher satisfaction and lower intent were associated with less distancing effect, and relationship satisfaction was negatively related to deliberation, intent, hurt, and distancing. These tendencies were not different between CMC and FtF contexts. These results suggest that mediated hurtful communication is a complex phenomenon in which various factors should be considered. The implications of these results were discussed, and suggestions for future studies were also offered.Item Identity-as-context : sequential and categorical organization of interactions on A Chinese microblogging website(2013-05) Huang, Luling; Chen, Wenhong, Ph. D.This study seeks to investigate this core research topic: how identity is involved in everyday interactions between Chinese microblogging website users? By understanding identity as an element in the interaction context of discursive practices, the investigation is achieved through the analysis of naturally occurring text-based online data. Conversation Analysis (CA) and Membership Categorization Analysis (MCA) are used to do the analysis. The former will focus on the interaction structure while the latter will be used to make some of the contents in the interactions relevant. This study seeks to make the “orderliness” (Sacks, 1972) and “members’ methods” (Garfinkel, 1967) under a particular context describable and analyzable. The sequential and categorical organization described in this study shows how members are oriented to identities in the in situ context when they exchange their ideas on a sensitive topic, and on a microblogging website.Item Predicting accuracy in first impressions based on language use in computer-mediated communication environments(2013-08) Sandy, Carson Jo; Gosling, SamWith the propagation of individuals' presence in various online environments from social networks (e.g., Facebook, Twitter) and dating websites (e.g., Match.com, eHarmony.com) to personal blogs (e.g., WordPress.com) and employment websites (e.g., linkedIn.com), the need to understand online social dynamics has grown. In many cases, people are experiencing introductions online rather than in-person. In the absence of non-verbal information, one potentially important source of information available in virtual environments and communication is in the way people use language. With the development of computerized word count tools, it has become increasingly feasible to analyze large samples of text-based stimuli (e.g., Ireland, et al., 2011; Mehl, Gosling, & Pennebaker, 2006; Pennebaker, Mehl, & Niederhoffer, 2003; Tausczik & Pennebaker, 2010). These analyses have been able to reliably reveal a number of traits (e.g., Big Five, gender) and states (e.g., depression) about the authors of the texts. In a study of approximately 500 dyads, participants were asked to spend 10 minutes in an online chat room getting to know an individual for whom they were unacquainted. Participants then rated one another on a number of personality and individual difference traits. Analyses focused on sample-level, pair-level, and trait-level self-other agreement within the sample. Additionally, linguistic mediators of the self-other agreement were investigated. A Brunswick Lens Model was employed in order to interpret the relationship between linguistic cues and overall judgmental accuracy. Results revealed that self-other agreement in the online chat environment was achieved slightly above chance. Traits that were perceived accurately included Extraversion, Political Liberalism, and Tradition. Results also revealed that there were a number of valid linguistic markers to predicting accurate personality judgment. These cues, however, were rarely utilized to achieve accuracy. Also, counter to hypotheses, linguistic style matching (or the degree to which individuals were mimicking each other linguistically) was not predictive of self-other agreement. It was, however, significantly related to interaction quality. Taken together, the findings revealed that computer-mediated environments are a valid context for forming impressions. However, valid cues are either not available or not detected by perceivers. Theoretical and practical implications are discussed as well as areas for future research.Item R/CONFLICT : analyzing computer-mediated conflict strategies on Reddit(2022-05-09) Apthorpe, Keelan Austin; Vangelisti, Anita L.Conflict is inevitable, and due to its notable presence in online environments, understanding displays of conflict is important. The present research sought to examine the conflict strategies employed by online users on Reddit. Reddit as an anonymous, or more specifically, pseudonymous, social media platform, is comprised of subreddits pertaining to millions of topics. A content analysis was performed on three subreddits of varying intensity to reveal differences in conflict strategies across the three subreddits. The results suggest that less intense subreddits include fewer instances of conflict strategies than moderate and high intensity subreddits. Moderate and high intensity subreddits included instances of face-threatening acts and incivility. After discussing the findings of this study, limitations and contributions are noted, as are areas of further research.Item Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication(2016-05) Choi, Eunjeong; Schallert, Diane L.; Horwitz, Elaine K.; Palmer, Deborah K.; Blyth, Carl S.; Kelm, Orlando R.This dissertation is a report of an investigation of intercultural communication and learning in online tandem exchanges between two groups of foreign language learners: college students learning English as a foreign language at a Korean university and college students learning Korean as a heritage language at an American university. The focus was on (a) how native frames of reference were related to diverse experiences and differing functioning across dyadic partnerships; (b) how differing dyadic functioning were related to linguistic and cultural exchanges in synchronous text-based computer-mediated communication; and (c) how differing dyadic functioning were related to peer feedback exchanges on each partner’s foreign language essay and to feedback incorporation in the subsequent revision. A semiotic-ecological perspective to foreign language learning informed the research focus, design, and analysis of the study. I adopted a qualitative, embedded multiple-case study design. Data sources were transcripts from synchronous computer-mediated discourse; learner reflections produced during the telecollaborative project, from a post-project questionnaire, and from interviews; and first and revised versions of essays written in foreign languages. As analytical methods, I employed a modified grounded theory, the constant-comparative method, and techniques of discourse analysis. The findings showed that students in the two classes reported different perceptions about their experiences, and this seemed partly explained by culturally and institutionally different expectations about academic tasks and communication and by differing levels of foreign language proficiency and typing skills. Depending on how individual students configured the learning context, including the partner abroad, differing degrees of dyadic functioning emerged. Differing degrees of dyadic functioning seemed related to the degree that partnering students’ perceptions of their experiences and of each other were aligned between the two students. Differing degrees of dyadic functioning were also related to language functions, stance taking, and engagement with cultural knowledge, as exhibited in the computer-mediated discourse. In addition, differing degrees of dyadic functioning were associated with the discourse moves and content of peer feedback exchanges and ultimately with how much peer feedback was incorporated into the revision.