Virtual Communication in Educational Institutions


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Presentation by Tanya Joosten for the University of Illinois at Chicago

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  • Virtual Communication in Educational Institutions

    1. 1. Creating and Maintaining Virtual Communities Tanya Joosten [email_address]
    2. 2. Who am I? <ul><li>University Wisconsin-Milwaukee </li></ul><ul><li> </li></ul><ul><li>Department of Communication </li></ul><ul><li>Learning Technology Center </li></ul><ul><li> </li></ul>
    3. 3. Session Overview <ul><li>Importance of virtual community </li></ul><ul><li>Challenges in virtual community </li></ul><ul><li>Challenging interactions </li></ul><ul><li>Miscommunication </li></ul><ul><li>Role of technology </li></ul><ul><li>Practical tips </li></ul>
    4. 4. Why is virtual community important?
    5. 5. 62% Have Computers
    6. 6. Changing Workplace <ul><li>Americans spend more than 100 hours commuting to work each year </li></ul><ul><li>Two out of three Fortune 500 companies currently employ telecommuters. </li></ul><ul><li>The United States Labor Department reported that 19 million people worked from home online or from another location in 2001 </li></ul><ul><li>The Gartner Group estimated that by 2002 over 100 million people worldwide will be working outside traditional offices. </li></ul>
    7. 7. Making the Grade <ul><li>Nearly 3.2 million students were taking at least one online course during the fall 2005 term, a substantial increase over the 2.3 million reported the previous year. </li></ul><ul><li>The more than 800,000 additional online students is more than twice the number added in any previous year. </li></ul><ul><li>Doctoral/Research institutions have the greatest penetration of offering online programs as well as the highest overall rate (more than 80%) of having some form of online offering (either courses or full programs). </li></ul>
    8. 8. What challenges have you experienced in the creation and maintenance of your virtual community?
    9. 9. Challenges <ul><li>Building trust </li></ul><ul><li>Transaction costs </li></ul><ul><li>Anonymity </li></ul><ul><li>Feeling detached </li></ul><ul><li>Lack of recognition </li></ul><ul><li>Failed expectations </li></ul>
    10. 10. Activity <ul><li>Write down the last time you had a challenging interaction using a digital form of communication? </li></ul><ul><li>Describe the parties, the technology used, the perceived challenge, and the outcome </li></ul>
    11. 11. Activity <ul><li>What role did technology play in creating or managing the challenge? </li></ul><ul><li>How did the perceptions of the other party effect the outcome? </li></ul><ul><li>How did the interaction have an effect on your outcome? </li></ul><ul><li>How flexible were you? How did this flexibility effect the productive or destructive nature of the interaction? </li></ul>
    12. 12. Why do we have problems communicating?
    13. 15. Why is perception important <ul><li>Perception is reality </li></ul><ul><li>Perception affects the way we view the world, ourselves, others and our relationships </li></ul>
    14. 16. How does technology impact our interactions?
    15. 17. Comparison
    16. 18. Joosten || 2008
    17. 19. Different Mediums Medium Asynchronous Discussion Forums Synchronous Collaboration Tools Virtual Worlds Technology Text-Only, Static Images, Tables Text, Audio (VOIP), Static Images, Video Text, Audio (VOIP), Static Images, Video, 3-D Cues Written Verbal, Emoticons Written Verbal, Emoticons, Oral Verbal, Nonverbal: Paralanguage, Kinesics Written Verbal, Emoticons, Oral Verbal, Nonverbal: Paralanguage, Kinesics, Proxemics, Haptics, Objectics, Environmentics Feedback Delayed Immediate/Real Time Immediate/Real Time Participants Limited to course size Limited by task, invitees, and bandwidth, Somewhat limited by bandwidth and task, open attendance Media Richness Lean Medium Rich
    18. 20. Mediated Communication
    19. 24. Media Effects and Characteristics <ul><li>Flaming (Uninhibited Behavior) </li></ul><ul><li>Status-leveling, Equalization </li></ul><ul><li>Filtering </li></ul><ul><li>Social Presence </li></ul><ul><li>Task communication </li></ul><ul><li>Reduction of Cues </li></ul><ul><li>Leanness of Media </li></ul><ul><li>Efficiency of Interaction </li></ul><ul><li>Regulating Feedback </li></ul><ul><li>Depersonalization (Anonymity) </li></ul><ul><li>Choice Shift </li></ul>
    20. 25. What can we do?
    21. 26. Creating constructive climates <ul><li>Evaluative vs. Descriptive </li></ul><ul><li>Controlling vs. Problem -Oriented </li></ul><ul><li>Strategic vs. Spontaneous </li></ul><ul><li>Neutral vs. Empathetic </li></ul><ul><li>Superiority vs. Equality </li></ul><ul><li>Certain vs. Provisional </li></ul>
    22. 27. Building a virtual community <ul><li>Build Trust through behavioral consistency, integrity, and self-disclosure </li></ul><ul><li>Allow others to predict your behavior </li></ul><ul><li>Tell the truth and keep promises </li></ul><ul><li>Keep communication accurate, open and explain decisions </li></ul><ul><li>Demonstrate concern </li></ul><ul><li>Use compliance-gaining techniques by being social, compliment, request </li></ul>
    23. 28. <ul><li>Provide positive feedback to colleagues </li></ul><ul><li>Mediate conflict when it arises </li></ul><ul><li>Confront, but don’t increase anxiety </li></ul><ul><li>Focus on similarities </li></ul><ul><li>Discuss communication preferences </li></ul><ul><li>Help manage relationships </li></ul><ul><li>Meet f2f or pick up the phone! </li></ul>
    24. 29. If we change the way we react to others, they will change the way they react to us.
    25. 30. Activity <ul><li>Go back to your original interaction. Answer the following questions: </li></ul><ul><li>Were you making the other defensive? </li></ul><ul><li>Did you use multiple mediums? </li></ul><ul><li>Was your behavior predictable? </li></ul><ul><li>Were you being flexible? </li></ul><ul><li>Did you demonstrate concern? </li></ul><ul><li>Were you being spontaneous? </li></ul><ul><li>What could have you done different? </li></ul><ul><li>What will you do in the future? </li></ul>
    26. 31. Tanya M. Joosten <ul><li>[email_address] </li></ul><ul><li>Learning Technology Center </li></ul><ul><li>Department of Communication </li></ul><ul><li>University of Wisconsin-Milwaukee </li></ul><ul><li>480.861.8542 (mobile) </li></ul><ul><li>414.229.4319 (office) </li></ul>
    27. 32. Media Richness Theory <ul><li>What concepts and variables are discussed in Media Richness Theory? </li></ul><ul><li>Uncertainty </li></ul><ul><li>Equivocality </li></ul><ul><li>Attribute space </li></ul><ul><li>Media richness </li></ul>Joosten || 2008
    28. 33. Two Premises of SIP <ul><li>Reflexive Monitoring </li></ul><ul><li>Rationalization </li></ul>Joosten || 2008
    29. 34. Social Information Processing <ul><li>1). Encoding social cues </li></ul><ul><li>2). Form a mental representation and interpretation of the cues </li></ul><ul><li>3). Search for possible behavioral response </li></ul><ul><li>4). Deciding on a response from those generated </li></ul><ul><li>5). Enacting the response </li></ul>Joosten || 2008
    30. 35. Social Information Processing <ul><li>What argument does Fulk have against Daft and Lengel? </li></ul><ul><li>Why does media richness theory not always hold true? </li></ul>Joosten || 2008