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Virtual Communication in Educational Institutions
 

Virtual Communication in Educational Institutions

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Presentation by Tanya Joosten for the University of Illinois at Chicago

Presentation by Tanya Joosten for the University of Illinois at Chicago

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Virtual Communication in Educational Institutions Virtual Communication in Educational Institutions Presentation Transcript

  • Creating and Maintaining Virtual Communities Tanya Joosten [email_address] http://www.uwm.edu/~tjoosten http://joostengroup.com
  • Who am I?
    • University Wisconsin-Milwaukee
    • http://www.uwm.edu
    • Department of Communication
    • Learning Technology Center
    • http://LTC.uwm.edu
  • Session Overview
    • Importance of virtual community
    • Challenges in virtual community
    • Challenging interactions
    • Miscommunication
    • Role of technology
    • Practical tips
  • Why is virtual community important?
  • 62% Have Computers
  • Changing Workplace
    • Americans spend more than 100 hours commuting to work each year
    • Two out of three Fortune 500 companies currently employ telecommuters.
    • The United States Labor Department reported that 19 million people worked from home online or from another location in 2001
    • The Gartner Group estimated that by 2002 over 100 million people worldwide will be working outside traditional offices.
  • Making the Grade
    • 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.
    • The more than 800,000 additional online students is more than twice the number added in any previous year.
    • 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).
  • What challenges have you experienced in the creation and maintenance of your virtual community?
  • Challenges
    • Building trust
    • Transaction costs
    • Anonymity
    • Feeling detached
    • Lack of recognition
    • Failed expectations
  • Activity
    • Write down the last time you had a challenging interaction using a digital form of communication?
    • Describe the parties, the technology used, the perceived challenge, and the outcome
  • Activity
    • What role did technology play in creating or managing the challenge?
    • How did the perceptions of the other party effect the outcome?
    • How did the interaction have an effect on your outcome?
    • How flexible were you? How did this flexibility effect the productive or destructive nature of the interaction?
  • Why do we have problems communicating?
  •  
  •  
  • Why is perception important
    • Perception is reality
    • Perception affects the way we view the world, ourselves, others and our relationships
  • How does technology impact our interactions?
  • Comparison
  • Joosten || 2008
  • 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
  • Mediated Communication
  •  
  •  
  •  
  • Media Effects and Characteristics
    • Flaming (Uninhibited Behavior)
    • Status-leveling, Equalization
    • Filtering
    • Social Presence
    • Task communication
    • Reduction of Cues
    • Leanness of Media
    • Efficiency of Interaction
    • Regulating Feedback
    • Depersonalization (Anonymity)
    • Choice Shift
  • What can we do?
  • Creating constructive climates
    • Evaluative vs. Descriptive
    • Controlling vs. Problem -Oriented
    • Strategic vs. Spontaneous
    • Neutral vs. Empathetic
    • Superiority vs. Equality
    • Certain vs. Provisional
  • Building a virtual community
    • Build Trust through behavioral consistency, integrity, and self-disclosure
    • Allow others to predict your behavior
    • Tell the truth and keep promises
    • Keep communication accurate, open and explain decisions
    • Demonstrate concern
    • Use compliance-gaining techniques by being social, compliment, request
    • Provide positive feedback to colleagues
    • Mediate conflict when it arises
    • Confront, but don’t increase anxiety
    • Focus on similarities
    • Discuss communication preferences
    • Help manage relationships
    • Meet f2f or pick up the phone!
  • If we change the way we react to others, they will change the way they react to us.
  • Activity
    • Go back to your original interaction. Answer the following questions:
    • Were you making the other defensive?
    • Did you use multiple mediums?
    • Was your behavior predictable?
    • Were you being flexible?
    • Did you demonstrate concern?
    • Were you being spontaneous?
    • What could have you done different?
    • What will you do in the future?
  • Tanya M. Joosten
    • [email_address]
    • Learning Technology Center
    • Department of Communication
    • University of Wisconsin-Milwaukee
    • 480.861.8542 (mobile)
    • 414.229.4319 (office)
  • Media Richness Theory
    • What concepts and variables are discussed in Media Richness Theory?
    • Uncertainty
    • Equivocality
    • Attribute space
    • Media richness
    Joosten || 2008
  • Two Premises of SIP
    • Reflexive Monitoring
    • Rationalization
    Joosten || 2008
  • Social Information Processing
    • 1). Encoding social cues
    • 2). Form a mental representation and interpretation of the cues
    • 3). Search for possible behavioral response
    • 4). Deciding on a response from those generated
    • 5). Enacting the response
    Joosten || 2008
  • Social Information Processing
    • What argument does Fulk have against Daft and Lengel?
    • Why does media richness theory not always hold true?
    Joosten || 2008