This document summarizes a study that examined the effects of computer-mediated communication (CMC) on face-to-face (FtF) social skills in college students. The study conducted an online survey of college students through Facebook, Twitter, and email. The results found no direct correlation between CMC use and effects on social skills. The document provides background on theories of uncertainty reduction and social cognitive theory. It also discusses literature on CMC and FtF communication and variables like nonverbal cues.
Has new media democratised the production of media texts by shifting the control of media content away from large media institutions?
Has new media changed the way media texts are consumed and what are the social implications for this?
Has new media technology provided new cross-cultural, global media texts that communicate across national and social boundaries?
How active or interactive are consumers of new media and how significant is this in terms of power?
How has new/digital media impacted on traditional media productions and consumption?
To what extent does new media escape some of the constraints of censorship that traditional media encounters?
This document discusses development communication and defines key related concepts. It explains that development involves modernization, industrialization, social change, and growth. Communication is defined as the exchange of information through verbal or non-verbal means. Development communication aims to bring about systematic social change through communication processes. It also outlines some elements that determine societal development, such as productive systems, infrastructure, wealth distribution, health, literacy, gender relations, and cultural improvement. Finally, it briefly discusses the Sustainable Development Goals.
The document discusses agenda setting theory in communication. It was developed in 1972 by Dr. Max McCombs and Dr. Donald Shaw based on the 1968 US presidential election. The core assumption of agenda setting theory is that media influences public perception of what issues are important by how frequently and prominently they cover certain issues. While media may not reflect reality directly, it filters and shapes public perception of what issues are salient. The theory focuses on how media sets the agenda for what the public thinks about through selection, emphasis, and framing of issues.
Development communication involves the strategic use of communication to promote socially beneficial goals. It represents communication at a macro level to facilitate national development, while development support communication applies at a micro level to specific community development programs. Key aspects of development communication include using opinion leaders and various communication channels to raise awareness and influence attitudes in support of development initiatives, while also addressing factors like culture, education, and participation that can influence change. Planning development communication campaigns involves understanding cognitive, emotional and behavioral aspects as well as techniques like persuasion and addressing potential resistance to change.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document discusses the New World Information and Communication Order (NWICO) which was proposed in the 1970s. It aimed to address imbalances in global communication and the dominance of Western news agencies. However, the United States opposed NWICO as it was seen as a threat to the free flow of information and the interests of American media corporations. The controversy around NWICO ultimately led to the United States and United Kingdom withdrawing from UNESCO in 1984 and 1985 respectively.
Has new media democratised the production of media texts by shifting the control of media content away from large media institutions?
Has new media changed the way media texts are consumed and what are the social implications for this?
Has new media technology provided new cross-cultural, global media texts that communicate across national and social boundaries?
How active or interactive are consumers of new media and how significant is this in terms of power?
How has new/digital media impacted on traditional media productions and consumption?
To what extent does new media escape some of the constraints of censorship that traditional media encounters?
This document discusses development communication and defines key related concepts. It explains that development involves modernization, industrialization, social change, and growth. Communication is defined as the exchange of information through verbal or non-verbal means. Development communication aims to bring about systematic social change through communication processes. It also outlines some elements that determine societal development, such as productive systems, infrastructure, wealth distribution, health, literacy, gender relations, and cultural improvement. Finally, it briefly discusses the Sustainable Development Goals.
The document discusses agenda setting theory in communication. It was developed in 1972 by Dr. Max McCombs and Dr. Donald Shaw based on the 1968 US presidential election. The core assumption of agenda setting theory is that media influences public perception of what issues are important by how frequently and prominently they cover certain issues. While media may not reflect reality directly, it filters and shapes public perception of what issues are salient. The theory focuses on how media sets the agenda for what the public thinks about through selection, emphasis, and framing of issues.
Development communication involves the strategic use of communication to promote socially beneficial goals. It represents communication at a macro level to facilitate national development, while development support communication applies at a micro level to specific community development programs. Key aspects of development communication include using opinion leaders and various communication channels to raise awareness and influence attitudes in support of development initiatives, while also addressing factors like culture, education, and participation that can influence change. Planning development communication campaigns involves understanding cognitive, emotional and behavioral aspects as well as techniques like persuasion and addressing potential resistance to change.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document discusses the New World Information and Communication Order (NWICO) which was proposed in the 1970s. It aimed to address imbalances in global communication and the dominance of Western news agencies. However, the United States opposed NWICO as it was seen as a threat to the free flow of information and the interests of American media corporations. The controversy around NWICO ultimately led to the United States and United Kingdom withdrawing from UNESCO in 1984 and 1985 respectively.
According to cultivation theory, heavy television viewers are more likely to perceive social reality as portrayed on television. The theory proposes that extensive television exposure can influence viewers' beliefs about the world, such as exaggerating the prevalence of violence and danger. Cultivation analysis examines the long-term effects of repetitive television content on viewers' conceptions of social reality.
1. The public sphere is the space where citizens can gather, exchange opinions on public issues, discuss, deliberate, and form public opinion.
2. The internet has allowed for a more inclusive public sphere compared to traditional mass media like television and newspapers by having lower barriers to participation.
3. Key aspects of the online public sphere enabled by the internet include greater access, interaction between discussants, and the ability to judge ideas on their merit rather than the speaker.
The Hypodermic Needle Theory originated in the 1920s and posits that media has the power to directly inject influential messages into passive audiences, similar to how a hypodermic needle injects a substance. It assumes media can strongly impact public opinion and behavior in a uniform way. While influential early on, it is now seen as too simplistic given that audiences can reject messages and media effects vary between individuals and are influenced by other factors.
The document provides an overview of the theory of social construction of technology (SCOT). It discusses key concepts such as interpretive flexibility, relevant social groups, stabilization and controversies. SCOT views technological development as an interactive process that is shaped by engineers/technologists and social groups. It emerged from the sociology of scientific knowledge and holds that technology, like science, is socially constructed rather than following an independent logical path. The trajectory of a technology depends on how social groups interpret and assign meaning to it.
This document discusses the political economy of mass media, which examines how media is produced, distributed, consumed, and how those aspects are related. It specifically looks at how media ownership, corporate advertising models, use of official sources, and ideological filters can shape media. Some key theories discussed include Noam Chomsky's propaganda model, manufacturing consent, and media hegemony, which look at how these factors influence media content and narratives.
This document provides an overview of core issues and concepts relating to media influence on conflict and war. It discusses key texts on topics like the role of television in society, media coverage of the Gulf War, and the impact of 9/11 on journalism. Major concepts covered include media events, framing of conflicts, and debates around the "CNN effect" and whether media coverage influences policy decisions. Livingston's model of different types of military intervention and potential media effects is also summarized.
This document is a presentation on development communication modes. It begins with welcoming the presenters and presented to lecturer. It then provides an overview that development communication is the art and science of using communication processes to create social and economic changes, particularly in developing countries. There are two modes of development communication: monologic and dialogic. The monologic mode is a one-way communication to inform or persuade, while the dialogic mode is a two-way participatory communication to assess situations or empower stakeholders. Specific examples are provided to illustrate each type of communication.
The document discusses various media conglomerates including their business activities and subsidiaries. It provides information on AT&T, Sony, Time Warner, and Viacom - four major media conglomerates that operate across different sectors like telecommunications, consumer electronics, entertainment, cable TV, broadcasting, publishing, movies and video games. The conglomerates own numerous brands and subsidiaries across these sectors.
The Magic Bullet Theory proposes that media has a direct, powerful, and immediate influence on audiences similar to being shot with a bullet. It was developed in the 1930s-40s based on the role of media in World War propaganda campaigns. The theory suggests that audiences passively accept messages without rejection and can be manipulated en masse by media. However, the theory has been criticized for ignoring audience agency and failing to acknowledge more complex interpersonal influences on opinion formation. Later research also found the theory was not empirically supported.
The agenda-setting theory originated in 1972 when McCombs and Shaw studied the 1968 US presidential election. They found that the issues given prominent coverage in the media were also considered important by voters. This showed that the media has the ability to influence the salience or importance of issues on the public agenda by deciding what to cover prominently. Later research expanded this to the concept of framing, which is that media can influence not just what issues the public thinks about, but also how they think about those issues through selective presentation and emphasis of certain aspects of stories.
The document summarizes Edward Herman and Noam Chomsky's propaganda model, which argues that mass media is influenced by five filters - size and profit orientation of media corporations, reliance on advertising, sourcing from elite sources, managing negative responses ("flak"), and anticommunist ideology. These filters shape media in ways that are favorable to the interests of powerful groups and the state. The model was applied to show how propaganda campaigns have historically aligned with elite agendas.
The agenda setting theory proposes that mass media has the ability to influence the salience of topics in the public mind by choosing what to report on and how prominently. It was introduced in 1972 and found that the amount of media coverage on an issue correlated with how important the public perceived that issue to be. The theory explains how media, public, policy, and corporate agendas can each set priorities for different audiences. It is useful for understanding political campaigns, business reputation, and public opinion formation but may oversimplify media effects.
The document discusses the concept of agenda setting in mass media. It defines agenda setting as the process by which mass media determines what issues the public thinks and worries about. The media influences public agenda by choosing what news to report on and how prominently to feature different issues. This public agenda then influences policy decisions. The document traces the origins of agenda setting theory to Walter Lippmann in the 1920s and its formal development by McCombs and Shaw in the 1960s. It also outlines how agenda setting occurs in three levels - the media agenda, public agenda, and policy agenda.
Development communication aims to provide communities with information to improve their lives and make public programs and policies effective. It involves applying communication principles and techniques to accelerate a country's transformation from poverty to economic growth. Key aspects of development communication include informing, instructing, inspiring, insisting on, and involving communities. It addresses issues like population growth, illiteracy, poverty, disease, and lack of infrastructure and aims to overcome socioeconomic problems. Approaches to development communication include diffusion of innovations, use of mass media, and supporting ongoing development programs. It is important for development communication to be tailored to each context through research and engagement with stakeholders.
The document summarizes the Knowledge Gap Theory, which proposes that as access to mass media increases, segments of higher socioeconomic status acquire information faster than lower socioeconomic status segments, widening the gap in knowledge between the groups. It was first introduced in 1970 and examines reasons for knowledge gaps like communication skills, stored information, and media being targeted towards certain demographics. The document also discusses research testing and expanding the theory over time on topics like health, politics, and the Internet.
Media convergence brings together previously separate content, computing, and communication technologies. It involves the interlocking of industries like telecommunications, computing, and content providers. Media convergence results in technological, industrial, and cultural convergence. It allows for multimedia experiences that engage users across different modes on a single platform. Transmedia storytelling spreads content across multiple media forms. While opportunities exist like lower costs and enhanced quality, challenges also exist like information overload, lack of skills to use new technologies, and rapid changes obstructing audiences.
The current world population is 7.6 billion among which 2.62 billion are connected with social media.
The power of social media is such that the number of worldwide users is expected to reach some 3.02 billion monthly active social media users by 2021, around a third of Earth’s entire population.
Social media have an enormous impact on its users influencing their behavior, communicative approach, decision making , way of thinking , views , norms and culture.
Social media provide the opportunity for the users to get contacted with diversified knowledge, information and incidents which make them aware of multiple facts.
This document summarizes research on how college students use computer-mediated communication (CMC) and how it affects interpersonal communication. It discusses two relevant theories: 1) Coordinated Management of Meaning theory, which explains how people construct meaning in social interactions, and 2) Computer Mediated Communication theory, which describes communication using computers/networks. Studies discussed found that CMC provides anonymity that can encourage harsh/offensive language online and decrease face-to-face social skills. While CMC eliminates geographical barriers, it also decreases human interaction and interpersonal communication skills.
THE RELATIONSHIP BETWEEN THE USE OF BLACKBERRY WITH THE STUDENTS’ DEMAND FULF...cscpconf
The communication technology mainly Blackberry enables a medium to facilitate mediated interpersonal communication because of its interactive ability. This aspect creates some
easiness. In the interpersonal communication keeping apart with a distance, the interactivity of the convergent media has been over the potential ability of a feedback since a person accessing
a convergent medium directly gives a feedback of the message conveyed. Blackberry as a result of an advanced technology development has been growing so fast in this life.
Based on the background and phenomenon mentioned, this research studied about “The Relationship between The Use of Blackberry with The Demand Fulfillment and Personality of
The Junior High Students in Bandung.” The research was aimed at finding out: (1) the correlation between ten intensity of blackberry use with the cognitive and affective fulfillment of
The Junior High School Students, (2) the correlation between the intensity of blackberry use with the Tense Release of The Junior High School Students, (3) the correlation between the
intensity of blackberry use with the Personal Integrative of The Junior High School Students; (4) the correlation between the intensity of blackberry use with the Socially Integrative of The
Junior High School Students; (5) the correlation between the intensity of blackberry use with the Confidence of The Junior High School Students; (6) the correlation between the intensity of blackberry use with the Tolerance of The Junior High School Students; (7) the correlation between the intensity of blackberry use with the Whole Fulfillment of The Junior High School
Students; (8) the correlation between the intensity of blackberry use with the Personality as a whole of The Junior High School Students The research used a quantitative approach with the explanatory survey method. The Theories used were: Cognitive Psychology, Technology Determinism, and Uses and Gratification . The population of the research was The Junior High School students. By using random sampling
technique, it was taken 5 schools and 200 students as the sample. The data were taken through questionnaires. The data obtained were analyzes by using the statistical test of correlation. The results of the research were shown in the forms of Bar Chart.
According to cultivation theory, heavy television viewers are more likely to perceive social reality as portrayed on television. The theory proposes that extensive television exposure can influence viewers' beliefs about the world, such as exaggerating the prevalence of violence and danger. Cultivation analysis examines the long-term effects of repetitive television content on viewers' conceptions of social reality.
1. The public sphere is the space where citizens can gather, exchange opinions on public issues, discuss, deliberate, and form public opinion.
2. The internet has allowed for a more inclusive public sphere compared to traditional mass media like television and newspapers by having lower barriers to participation.
3. Key aspects of the online public sphere enabled by the internet include greater access, interaction between discussants, and the ability to judge ideas on their merit rather than the speaker.
The Hypodermic Needle Theory originated in the 1920s and posits that media has the power to directly inject influential messages into passive audiences, similar to how a hypodermic needle injects a substance. It assumes media can strongly impact public opinion and behavior in a uniform way. While influential early on, it is now seen as too simplistic given that audiences can reject messages and media effects vary between individuals and are influenced by other factors.
The document provides an overview of the theory of social construction of technology (SCOT). It discusses key concepts such as interpretive flexibility, relevant social groups, stabilization and controversies. SCOT views technological development as an interactive process that is shaped by engineers/technologists and social groups. It emerged from the sociology of scientific knowledge and holds that technology, like science, is socially constructed rather than following an independent logical path. The trajectory of a technology depends on how social groups interpret and assign meaning to it.
This document discusses the political economy of mass media, which examines how media is produced, distributed, consumed, and how those aspects are related. It specifically looks at how media ownership, corporate advertising models, use of official sources, and ideological filters can shape media. Some key theories discussed include Noam Chomsky's propaganda model, manufacturing consent, and media hegemony, which look at how these factors influence media content and narratives.
This document provides an overview of core issues and concepts relating to media influence on conflict and war. It discusses key texts on topics like the role of television in society, media coverage of the Gulf War, and the impact of 9/11 on journalism. Major concepts covered include media events, framing of conflicts, and debates around the "CNN effect" and whether media coverage influences policy decisions. Livingston's model of different types of military intervention and potential media effects is also summarized.
This document is a presentation on development communication modes. It begins with welcoming the presenters and presented to lecturer. It then provides an overview that development communication is the art and science of using communication processes to create social and economic changes, particularly in developing countries. There are two modes of development communication: monologic and dialogic. The monologic mode is a one-way communication to inform or persuade, while the dialogic mode is a two-way participatory communication to assess situations or empower stakeholders. Specific examples are provided to illustrate each type of communication.
The document discusses various media conglomerates including their business activities and subsidiaries. It provides information on AT&T, Sony, Time Warner, and Viacom - four major media conglomerates that operate across different sectors like telecommunications, consumer electronics, entertainment, cable TV, broadcasting, publishing, movies and video games. The conglomerates own numerous brands and subsidiaries across these sectors.
The Magic Bullet Theory proposes that media has a direct, powerful, and immediate influence on audiences similar to being shot with a bullet. It was developed in the 1930s-40s based on the role of media in World War propaganda campaigns. The theory suggests that audiences passively accept messages without rejection and can be manipulated en masse by media. However, the theory has been criticized for ignoring audience agency and failing to acknowledge more complex interpersonal influences on opinion formation. Later research also found the theory was not empirically supported.
The agenda-setting theory originated in 1972 when McCombs and Shaw studied the 1968 US presidential election. They found that the issues given prominent coverage in the media were also considered important by voters. This showed that the media has the ability to influence the salience or importance of issues on the public agenda by deciding what to cover prominently. Later research expanded this to the concept of framing, which is that media can influence not just what issues the public thinks about, but also how they think about those issues through selective presentation and emphasis of certain aspects of stories.
The document summarizes Edward Herman and Noam Chomsky's propaganda model, which argues that mass media is influenced by five filters - size and profit orientation of media corporations, reliance on advertising, sourcing from elite sources, managing negative responses ("flak"), and anticommunist ideology. These filters shape media in ways that are favorable to the interests of powerful groups and the state. The model was applied to show how propaganda campaigns have historically aligned with elite agendas.
The agenda setting theory proposes that mass media has the ability to influence the salience of topics in the public mind by choosing what to report on and how prominently. It was introduced in 1972 and found that the amount of media coverage on an issue correlated with how important the public perceived that issue to be. The theory explains how media, public, policy, and corporate agendas can each set priorities for different audiences. It is useful for understanding political campaigns, business reputation, and public opinion formation but may oversimplify media effects.
The document discusses the concept of agenda setting in mass media. It defines agenda setting as the process by which mass media determines what issues the public thinks and worries about. The media influences public agenda by choosing what news to report on and how prominently to feature different issues. This public agenda then influences policy decisions. The document traces the origins of agenda setting theory to Walter Lippmann in the 1920s and its formal development by McCombs and Shaw in the 1960s. It also outlines how agenda setting occurs in three levels - the media agenda, public agenda, and policy agenda.
Development communication aims to provide communities with information to improve their lives and make public programs and policies effective. It involves applying communication principles and techniques to accelerate a country's transformation from poverty to economic growth. Key aspects of development communication include informing, instructing, inspiring, insisting on, and involving communities. It addresses issues like population growth, illiteracy, poverty, disease, and lack of infrastructure and aims to overcome socioeconomic problems. Approaches to development communication include diffusion of innovations, use of mass media, and supporting ongoing development programs. It is important for development communication to be tailored to each context through research and engagement with stakeholders.
The document summarizes the Knowledge Gap Theory, which proposes that as access to mass media increases, segments of higher socioeconomic status acquire information faster than lower socioeconomic status segments, widening the gap in knowledge between the groups. It was first introduced in 1970 and examines reasons for knowledge gaps like communication skills, stored information, and media being targeted towards certain demographics. The document also discusses research testing and expanding the theory over time on topics like health, politics, and the Internet.
Media convergence brings together previously separate content, computing, and communication technologies. It involves the interlocking of industries like telecommunications, computing, and content providers. Media convergence results in technological, industrial, and cultural convergence. It allows for multimedia experiences that engage users across different modes on a single platform. Transmedia storytelling spreads content across multiple media forms. While opportunities exist like lower costs and enhanced quality, challenges also exist like information overload, lack of skills to use new technologies, and rapid changes obstructing audiences.
The current world population is 7.6 billion among which 2.62 billion are connected with social media.
The power of social media is such that the number of worldwide users is expected to reach some 3.02 billion monthly active social media users by 2021, around a third of Earth’s entire population.
Social media have an enormous impact on its users influencing their behavior, communicative approach, decision making , way of thinking , views , norms and culture.
Social media provide the opportunity for the users to get contacted with diversified knowledge, information and incidents which make them aware of multiple facts.
This document summarizes research on how college students use computer-mediated communication (CMC) and how it affects interpersonal communication. It discusses two relevant theories: 1) Coordinated Management of Meaning theory, which explains how people construct meaning in social interactions, and 2) Computer Mediated Communication theory, which describes communication using computers/networks. Studies discussed found that CMC provides anonymity that can encourage harsh/offensive language online and decrease face-to-face social skills. While CMC eliminates geographical barriers, it also decreases human interaction and interpersonal communication skills.
THE RELATIONSHIP BETWEEN THE USE OF BLACKBERRY WITH THE STUDENTS’ DEMAND FULF...cscpconf
The communication technology mainly Blackberry enables a medium to facilitate mediated interpersonal communication because of its interactive ability. This aspect creates some
easiness. In the interpersonal communication keeping apart with a distance, the interactivity of the convergent media has been over the potential ability of a feedback since a person accessing
a convergent medium directly gives a feedback of the message conveyed. Blackberry as a result of an advanced technology development has been growing so fast in this life.
Based on the background and phenomenon mentioned, this research studied about “The Relationship between The Use of Blackberry with The Demand Fulfillment and Personality of
The Junior High Students in Bandung.” The research was aimed at finding out: (1) the correlation between ten intensity of blackberry use with the cognitive and affective fulfillment of
The Junior High School Students, (2) the correlation between the intensity of blackberry use with the Tense Release of The Junior High School Students, (3) the correlation between the
intensity of blackberry use with the Personal Integrative of The Junior High School Students; (4) the correlation between the intensity of blackberry use with the Socially Integrative of The
Junior High School Students; (5) the correlation between the intensity of blackberry use with the Confidence of The Junior High School Students; (6) the correlation between the intensity of blackberry use with the Tolerance of The Junior High School Students; (7) the correlation between the intensity of blackberry use with the Whole Fulfillment of The Junior High School
Students; (8) the correlation between the intensity of blackberry use with the Personality as a whole of The Junior High School Students The research used a quantitative approach with the explanatory survey method. The Theories used were: Cognitive Psychology, Technology Determinism, and Uses and Gratification . The population of the research was The Junior High School students. By using random sampling
technique, it was taken 5 schools and 200 students as the sample. The data were taken through questionnaires. The data obtained were analyzes by using the statistical test of correlation. The results of the research were shown in the forms of Bar Chart.
THE RELATIONSHIP BETWEEN THE USE OF BLACKBERRY WITH THE STUDENTS’ DEMAND FULF...csandit
The communication technology mainly Blackberry enables a medium to facilitate mediated
interpersonal communication because of its interactive ability. This aspect creates some
easiness. In the interpersonal communication keeping apart with a distance, the interactivity of
the convergent media has been over the potential ability of a feedback since a person accessing
a convergent medium directly gives a feedback of the message conveyed. Blackberry as a result
of an advanced technology development has been growing so fast in this life.
Based on the background and phenomenon mentioned, this research studied about “The
Relationship between The Use of Blackberry with The Demand Fulfillment and Personality of
The Junior High Students in Bandung.” The research was aimed at finding out: (1) the
correlation between ten intensity of blackberry use with the cognitive and affective fulfillment of
The Junior High School Students, (2) the correlation between the intensity of blackberry use
with the Tense Release of The Junior High School Students, (3) the correlation between the
intensity of blackberry use with the Personal Integrative of The Junior High School Students;
(4) the correlation between the intensity of blackberry use with the Socially Integrative of The
Junior High School Students; (5) the correlation between the intensity of blackberry use with
the Confidence of The Junior High School Students; (6) the correlation between the intensity of
blackberry use with the Tolerance of The Junior High School Students; (7) the correlation
between the intensity of blackberry use with the Whole Fulfillment of The Junior High School
Students; (8) the correlation between the intensity of blackberry use with the Personality as a
whole of The Junior High School Students
The research used a quantitative approach with the explanatory survey method. The Theories
used were: Cognitive Psychology, Technology Determinism, and Uses and Gratification . The
population of the research was The Junior High School students. By using random sampling
technique, it was taken 5 schools and 200 students as the sample. The data were taken through
questionnaires. The data obtained were analyzes by using the statistical test of correlation. The
results of the research were shown in the forms of Bar Chart.
Effect of Multitasking on GPA - Research PaperDivya Kothari
This document describes a study examining the impact of internet and communication technology (ICT) multitasking on graduate students' grade point averages (GPAs). The researchers conducted a quantitative survey of 62 graduate students, measuring time spent on Facebook, email, texting, and non-school online searches while studying. They found Facebook, texting, and non-school searches negatively correlated with GPA, while email showed a weak positive correlation. Qualitative interviews revealed students felt multitasking harmed their academic performance. The study aimed to understand the effects of ICT multitasking on students and determine if findings were generalizable to other student populations.
This study examines how computer-mediated communication (CMC) has changed social interactions and relationships through the lens of uncertainty reduction theory (URT). A survey was conducted to understand if people prefer using the internet over face-to-face interactions to reduce uncertainty and form relationships. It also assessed which URT strategies - passive, active, or interactive - people prefer when looking for friendships versus romantic relationships. The study aims to provide quantitative data on how CMC has impacted relationship formation and determine if further research is needed to understand changes in a increasingly digital world.
This document summarizes several studies on user behavior and motivation in digital systems:
1. One study examined adolescent engagement with the internet and found they engage in self-socialization online to construct their own roles and gain freedom from offline constraints.
2. Another study found people highly identify with online social groups like game communities, almost as much as with their families.
3. A study linked social comparison and rumination on Facebook to increased depressive symptoms over time.
4. One study correlated the amount of physical space people have at home to their level of online socialization.
5. A final study found personality traits like conscientiousness correlated with concerns over privacy and internet addiction, making some
Contents lists available at ScienceDirectComputers in Huma.docxbobbywlane695641
This document summarizes a research study that examined the effects of deindividuation on normative and informational social influence within computer-mediated communication. The study created an online experiment to test how anonymity, physical isolation, and task ambiguity affected conformity under conditions of normative versus informational social influence. Results showed that normative influence was almost ineffective when subjects were deindividuated by anonymity and isolation. Informational influence was generally more effective than normative influence via computer-mediated communication, but was also inhibited by deindividuation conditions of anonymity and isolation. Task ambiguity increased conformity for informational influence tasks as predicted.
Supporting social presence through asynchronous awareness systemsOnno Romijn
This chapter discusses research conducted to understand the requirements of elderly for informal social telecommunication media that may be addressed through awareness technologies. It discusses the relation between the concept of social presence and the notion of awareness that the class of systems studied supports. Finally, we draw attention to the research method used which we feel is the most appropriate for gauging the social effects of technologies introduced to support social activities through ICT
The students demand fulfillment and personality in using blackberryacijjournal
This document summarizes a research study on the demand fulfillment and personality of junior high school students in using Blackberry smartphones. The study found that the intensity of Blackberry use had little to no significant correlation with students' cognitive fulfillment, affective fulfillment, tension release, personal integration, social integration, confidence, or tolerance. This means that Blackberry use did not impact students' personalities or fulfill their demands. However, the study did find that most female students used Blackberry for an hour continuously. As a result, guidance for wise and moderate Blackberry use was provided to students.
Online persuasion: an examination of gender differences in computer mediates ...Krishna De
This study examined how computer-mediated communication affects persuasion between same-gender individuals. In two studies, participants' attitudes were measured after receiving arguments from a communicator of the same gender via either email or face-to-face interaction. Study 1 found that women agreed less with messages received via email compared to face-to-face, while men showed no difference. Study 2 replicated this finding and showed that for women, less prior social interaction led to less message agreement, while for men more social challenge led to less agreement. The results suggest gender differences in how social constraint of the communication medium impacts persuasion.
THE STUDENTS’ DEMAND FULFILLMENT AND PERSONALITY IN USING BLACKBERRYacijjournal
The research used a quantitative approach with the explanatory survey method. The Theories used
were: Cognitive Psychology, Technology Determinism, and Uses and Gratification . The population of the
research was The Junior High School students. By using random sampling technique, it was taken 5
schools and 200 students as the sample. The data were taken through questionnaires. The data obtained
were analyzes by using the statistical test of correlation. The results of the research show that almost in
every aspect of the intensity use of Blackberry with the students’ demand fulfillment (tense release,
personal integrative and social integrative) as well as with their personality had no significant correlation
or if there were, the correlation was very low. This means that the use of blackberry did not give any
impact to the personality (cognitive, affective or tolerance) of the students, or in other words it could be
said that the development of communication technology gave very little impact on the students’ personality
and demand fulfillment. Yet, since the research also found out that most of female students used Blackberry
for one hour without stopping, the researcher then gave The Guidance book to the Junior High School
students about “Smart and Wise in Using Blackberry”.
This document discusses several topics related to online learning communities and knowledge creation, including social presence, social capital, connectors between learning networks, and designing collaborative activities. It proposes ideas for future research, such as identifying the roles of connectors, measuring their influence on learning outcomes, understanding the importance of strong and weak social ties, and designing online environments and activities that minimize technology problems and accommodate learner diversity. References are provided for many of the concepts and models discussed.
Technology and human life cannot be separated. We use technology in our daily life to travel, to communicate, to learn and more. However technology has also caused us concerns. Its poor application has results into serious threat to our lives and society. So we have conducted a survey to see its effect in our lives
This document summarizes research on social influence and persuasion online. It begins by defining key terms like social influence, persuasion, compliance, and discusses how computer-mediated communication differs from other forms. Namely, it can allow for anonymity, decrease importance of physical appearance, remove barriers to interacting with others, and give users more control over interactions. It then reviews dual process models of persuasion and research showing peripheral cues may be less salient online, leading people to focus more on message content. Several studies comparing online to offline persuasion are summarized, finding online influence may rely more on systematic/central processing of arguments than peripheral cues.
Project Part 1ITT-TechShawn EngbretsonThe Effect o.docxwkyra78
Project Part 1
ITT-Tech
Shawn Engbretson
The Effect of Internet Usage on Marriage
Introduction
The rapid growth of internet usage over the last two decades has been influencing many aspects of our life and most noticeably the ways in which people communicate with each other. Therefore, it is appropriate to ask whether the growth of internet usage influences individuals’ marital decisions in modern society. This study will concentrate on the effect of the growing internet usage on marriage.
Over the last two decades, the internet has become truly widespread, and there is no doubt that this new means of communication influence and profoundly changed many substantial aspects of our lives. Email usage became standard, online dating sites multiplies, social networks’ popularity has been spectacularly growing, all giving evidence of the of the noteworthy role that online communication plays in our lives nowadays and of the very different opportunities we have now as compared to the situation some twenty years ago.
The young people are the most likely to exploit fully these opportunities, and there are several ways in which the means of online communication may make their life both easier and richer as compared to the generation of their parents. Easier from the point of view that search for a life partner does not have to be only in the real world, but might be countered on the internet. There are enough examples of happy couples that met for the first time on a social network, a discussion forum or other web platform, or who found each other directly through the services of an online dating site.
This shows just how these successfully formed partnerships have changed our lives in a way or another. The study, the effect of internet usage on marriage, would also help shed some light on the effect of the increasing internet usage on the divorce rate. There are certainly many aspects of marriage that internet usage can influence, but this study will concentrate mostly on the beginning of the marital process. It will particularly try to establish if the reduction of search costs, given by the fact that through the internet, more potential partners can be reached in a significantly shorter time, leads people to marry sooner or later.
I chose this study as way of trying to complement the already growing numbers of studies done on this topic both from a sociological an economic point of view. It will primarily be positioned within the economic stream of literature and by doing so; present an econometric approach that makes it possible to ascertain the effect of an increasing internet usage on individuals’ marital decisions. To be able to achieve this using IT as leverage to provide answers to the various questions that arise sums up all the reasons as to why I settled for this topic.
Literature Review
The propagation of the internet and the consequent enrichment of the means of communication bring one of the biggest changes ever t ...
The document discusses the detrimental effects of excessive computer and internet use in educational settings. It summarizes research showing that visual media like computers and the internet impair verbal skills, reflection, focus, and imagination. Studies found students who accessed the internet during class performed worse on tests compared to students without internet access. Excessive screen time also reduces reading for pleasure, hindering skills like vocabulary and critical thinking. While technology has its place, a balanced approach to media consumption is needed in schools to develop various skills. The document concludes we must limit computer and internet use, especially in educational settings, to avoid negative impacts on youth development.
Running head SOCIAL MEDIA AND CHILDREN DEVELOPMENT1SOCIAL MED.docxjeanettehully
Running head: SOCIAL MEDIA AND CHILDREN DEVELOPMENT 1
SOCIAL MEDIA AND CHILDREN DEVELOPMENT 13
Social Media’s Effect on the Development and Learning Stages of A Child
Nisha Cunningham
Felician University
Social Media’s Effect on the Development and Learning Stages of A Child
Annotated Bibliography
Best, P., Manktelowa, R., & Taylor, B. (2014). Online communication, social media, and adolescent wellbeing: A systematic narrative review. Children and Youth Services Review, 27-36.
The article looks into the growing debate about the effects of online social technologies on children and teenagers. Through an in-depth analysis of empirical research, the authors identify both the benefits and harmful effects of social media on young people. The article gives recommendations on how to minimize adverse impacts and increase the positive effects of social media.
Loureiro, K., Solnet, D., Bolton, R. P., Hoefnagels, A., Migchels, N., & Kabadayi, S. (2013). Understanding Generation Y and their use of social media: a review and research agenda. Journal of Service Management, 245-267.
Social media use has several implications for young people. This article refers to today's younger generation as Generation Y. The authors collect information to show the effects of social media on society, organizations, and individuals. Several research questions are derived to explain social media use in a better way.
Hutter, K., Hautz, J., Dennhardt, S., & Füller, J. (2013). The impact of user interactions in social media on brand awareness and purchase intention: the case of MINI on Facebook. Journal of Product & Brand Management, 342-351.
The article analyzes how social media influences the purchase of products. Through an online survey, the authors indicate how individuals can be talked into buying products over the internet. The authors use a mixed-method research method to show how social media has influenced the marketing of products.
Schwendler, I. L., & Trude, A. (2018). Implementation of Text-Messaging and Social Media Strategies in a Multilevel Childhood Obesity Prevention Intervention: Process Evaluation Results. The Journal of Health Care Organization, Provision, and Financing, 187-198.
Social media has been highly attributed to the increase in obesity in young children. Children are spending more time on social media platforms. Physical exercise has dramatically reduced as more children embrace social media and their major entertainment. The article reviews the use of social media in both increasing and lowering obesity prevalence.
Lewin, C., & Greenhow, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Journal of Learning, Media and Technology, 6-30.
Social media has several effects on society. Some people have argued that social media has the potential of creating a bridge between formal and informal learning. Social media affects learning at both levels. This article analyzes the use of ...
Running head SOCIAL MEDIA AND CHILDREN DEVELOPMENT1SOCIAL MED.docxinfantkimber
Running head: SOCIAL MEDIA AND CHILDREN DEVELOPMENT 1
SOCIAL MEDIA AND CHILDREN DEVELOPMENT 13
Social Media’s Effect on the Development and Learning Stages of A Child
Nisha Cunningham
Felician University
Social Media’s Effect on the Development and Learning Stages of A Child
Annotated Bibliography
Best, P., Manktelowa, R., & Taylor, B. (2014). Online communication, social media, and adolescent wellbeing: A systematic narrative review. Children and Youth Services Review, 27-36.
The article looks into the growing debate about the effects of online social technologies on children and teenagers. Through an in-depth analysis of empirical research, the authors identify both the benefits and harmful effects of social media on young people. The article gives recommendations on how to minimize adverse impacts and increase the positive effects of social media.
Loureiro, K., Solnet, D., Bolton, R. P., Hoefnagels, A., Migchels, N., & Kabadayi, S. (2013). Understanding Generation Y and their use of social media: a review and research agenda. Journal of Service Management, 245-267.
Social media use has several implications for young people. This article refers to today's younger generation as Generation Y. The authors collect information to show the effects of social media on society, organizations, and individuals. Several research questions are derived to explain social media use in a better way.
Hutter, K., Hautz, J., Dennhardt, S., & Füller, J. (2013). The impact of user interactions in social media on brand awareness and purchase intention: the case of MINI on Facebook. Journal of Product & Brand Management, 342-351.
The article analyzes how social media influences the purchase of products. Through an online survey, the authors indicate how individuals can be talked into buying products over the internet. The authors use a mixed-method research method to show how social media has influenced the marketing of products.
Schwendler, I. L., & Trude, A. (2018). Implementation of Text-Messaging and Social Media Strategies in a Multilevel Childhood Obesity Prevention Intervention: Process Evaluation Results. The Journal of Health Care Organization, Provision, and Financing, 187-198.
Social media has been highly attributed to the increase in obesity in young children. Children are spending more time on social media platforms. Physical exercise has dramatically reduced as more children embrace social media and their major entertainment. The article reviews the use of social media in both increasing and lowering obesity prevalence.
Lewin, C., & Greenhow, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Journal of Learning, Media and Technology, 6-30.
Social media has several effects on society. Some people have argued that social media has the potential of creating a bridge between formal and informal learning. Social media affects learning at both levels. This article analyzes the use of ...
Sociological Research Methods – Group Research ProjectThe Ev.docxjensgosney
This document provides details for a group sociological research project examining the evolution of technology and its effects on human interactions and communications. It outlines the topic, goals of the study, and methodology. The study aims to discover how interactions between humans have changed with the rise of internet and electronic technology. It will use network ethnography, which allows observation of multiple online networks without limitations of traditional field sites. Follow-up interviews will also be conducted. The document discusses previous related studies and methodology used. It proposes examining how daily smart phone use impacts human relationships through texting, social media, privacy, and time spent on devices. The group will survey 500 smart phone users aged 16-46 and conduct detailed interviews. References several credible sources to
Sociological Research Methods – Group Research ProjectThe Ev.docx
CMC and FtF Final Paper
1. Running Head: COMPUTER MEDIATED COMMUNICATION
Transfer of Communication: The Effect of Computer-Mediated Communication on Social Skills
and Face-to-Face Interactions in College Students.
Undergraduate Students/Debut
University of Portland
2. Computer Mediated Communication 2
Abstract
The purpose of this study was to determine if computer-mediated communication (CMC) effects
individuals social skills when communicating face-to-face (FtF). In order to test this, an online
survey was conducted through a convenience sample using college participants on Facebook,
Twitter, and email. The results from this survey found that there ultimately is no direct
correlation between participants’ use of CMC and its effect on their social skills. Based from
these results, future directions are discussed.
3. Computer Mediated Communication 3
Transfer of Communication: The Effect of Computer-Mediated Communication on Social
Skills and Face-to-Face Interactions in College Students.
In today’s society it seems that technology has a very important role in the lives of
younger adults today. More and more people are engaging in the Internet, cell phones, and other
technology devices to keep up a new way of communication. Computer-mediated
communication (CMC) is changing the way people communicate. Traditionally, Face-to-Face
(FtF) communication was the primary means of communication, whether it is professional or
social.
Before the invention of computers or even telephones, communication was restricted to
whom you were physically in contact with. Letters were an improvement in that you could
communicate with people who lived far away but it took a lot of time for letters to be exchanged
so communication was slow. Eventually telephones boosted the speed of communication; people
were able to instantly communicate with one another over larger distances. In today’s day in age,
with the luxury of the Internet and computers, communication can be achieved around the world
in mere seconds.
The Internet now allows for communication to happen on a broader spectrum. Instead of
just the simple back and forth conversation between two people, everyone is capable of
communicating on public subjects, such as blogs, with other people they have never met. Online
gaming brings people from around the world to play with one another. Businesses benefit
through conference video calls where they can talk relatively FtF but from different countries at
the same time.
With the increase in access to the Internet, researchers have been investigating the effects
of communication offline versus online. Since online communication is a recent phenomenon
4. Computer Mediated Communication 4
and also ever evolving, communication styles online are constantly changing as well. This in turn
could have a positive or negative effect on traditional means of communication when individuals
interact physically. In this study, we want to examine how online communication (CMC) affects
traditional means of communication (FtF) for college students. In this paper, we will (1) review
literature associated with the research, (2) discuss the methods used to collect data, (3) examine
the results and (4) analyze the results.
Literature Review
In this literature review, we will discuss our theories that include Uncertainty Reduction
and Social Cognitive Theory. We will also discuss our variables of CMC and FtF
communication in detail. Finally, we will conclude by stating our research question.
Social Cognitive Theory
Social Cognitive Theory (SCT) is an important theory that helps guide this research
project in understanding social FtF interactions as influenced by online communications (CMC).
SCT was originally called the Social Learning Theory (Stefanone, Lackaff. 2010). There were
two types of learning associated with the original Social Learning Theory. These were
reinforcement learning and vicarious learning (Lam, Kraus, Ahearne. 2010). Reinforcement
learning is a type of learning where individuals learn from the consequences of their actions and
modify their behavior accordingly. Vicarious learning is “observing others before engaging in a
particular behavior because doing so enables them to avoid needless and costly errors” (Lam,
2010. Pg. 62). These types of learning are the premise for the Social Cognitive Theory.
Vicarious learning is an important aspect of SCT. It is important because “by observing
others’ behaviors, one may develop rules to guide one’s own subsequent actions” (Nabi, Clark.
2008. Pg. 409). Through our observations, people will create symbols to follow because
5. Computer Mediated Communication 5
“symbolization provides humans with a powerful tool for comprehending their environment and
creating and regulating environmental events that touch every aspect of their lives” (Bandura,
2001. Pg. 267). Bandura continues from this to say that the majority of our external influences
that affect us do so cognitively instead of directly (Bandura, 2001). This means that we will be
more affected mentally than we are to be physically by external influences. This plays into how
we act behaviorally as well because our decisions will ultimately be affected by these influences
as well.
The use of symbols is important in our cognitive decisions. Symbols are important
because “it is with symbols that people process and transform transient experiences into
cognitive models that serve as guides for judgment and action” (Bandura, 2001. Pg. 267). These
experiences incorporate a large spectrum. This spectrum includes our own experiences, or the
experiences of others that we observe. People have a very wide capacity for learning weather
through direct experiences or through stories told that can teach vital life lessons even if a person
has no part in the story whatsoever. This is true because “people do not have to learn from direct
observation but rather can learn through observing others’ experiences” (Cuillier, 2008. Pg. 522).
All of this means that people are not limited to their learning.
All of this type of observational learning has a powerful effect on how people will
modify their behaviors and actions. There are four basic processes to observational learning.
These four processes include attention to certain models and their behavior, retention is being
able to represent the models behavior and its consequences, production transforms the
representations into action by the observer, and motivational is when behaviors are done because
of the nature or the valance of the reinforcement (Nabi, Clark. 2008). These four processes
describe how observational learning can in fact change the behavior of the recipient to follow
6. Computer Mediated Communication 6
similar behaviors that they observed. According to SCT, “the term modeling to characterize the
process through which individuals observe others, interpret their behavior, and adjust their own
behavior in response” is used to classify this gradual change (Stefanone, Lackaff. 2010. Pg. 512).
Recently, the idea of modeling in SCT is being observed more during recent years. This
is because modeling is capable of happening in many different contexts, particularly wherever a
person is able to observe someone else and their actions (Bandura, 1986). This is primarily true
today with the use of television and other forms of mass media. These creations are able to
influence masses of people. As more and more people are becoming exposed to these various
forms of mass media, there has been an increase in the amount of research to see the effect of
individuals and their behaviors. It is seen that the effects of television on people who watch large
quantities of television do in fact display effects that are regularly seen on television (Nabi, Clark.
2008). This is proof that SCT is being seen on a mass scale due to inventions like the television
where masses of people are exposed to the same behavior.
Uncertainty Reduction Theory
Uncertainty Reduction Theory (URT) argues that the primary goal of individuals in initial
interactions is to reduce uncertainty and increase the ability to predict behavior of others
(Dawkins, 136). Defined by Berger and Calabrese (1975), who are the leading researchers of
URT, is a primary motivating factor for communication. As such, it can be both proactive and
retroactive. Proactive mechanisms, such as asking others and Googling, are attempts to decrease
uncertainty prior to communication. Retroactive mechanisms, such as discussing an experience
with friends, allow us to make meaning out of events that have already occurred. In either case,
individuals seek to reduce uncertainty and increase predictability (Berger, 1975).
7. Computer Mediated Communication 7
Berger (1979) argues that three prior conditions exist in all situations involving
uncertainty reduction. The first condition is the potential of the other person to reward or punish.
For example, if Erin is a very popular person on campus, then John may see her attention paid to
him as a reward.
The second condition is when the other person’s behavior is contrary to expectations
(Berger, 1979). In the case of Erin and John, Berger assumes that John expects a superficial
response to his negative comment about a class exercise from Erin. As such, he expects Erin to
smile and agree with his assessment of the class activity. However, if Erin disagrees with John’s
opinion about the class activity, John’s expectations would be violated and his desire to reduce
uncertainty would increase (Berger, 1979). In other words, expectancy violation increases one’s
desire to reduce uncertainty.
The third condition is when a person expects future interactions with another (Berger
1979). In Berger’s example with John and Erin, John realizes that he will continue to see Erin in
the same communication class for the rest of the semester. Yet, because she is a math major, he
may feel that he can avoid her in the future. In the first scenario, Berger would expect John’s
desire to increase predictability (i.e., reduce uncertainty) to be high because he knows he will see
Erin weekly. In the second scenario, Berger would expect John’s desire to increase predictability
(i.e., reduce uncertainty) to decrease because Erin has a different major so he can avoid her once
the class ends.
The main premise of URT (Berger & Calabrese 1975) is that individuals use information
seeking strategies to reduce uncertainties about a target individual and predict his/her attitudes
and behaviors in initial encounters. The process of uncertainty reduction enables individuals to
predict another individual’s actions, attitudes and behaviors, which can ease anxiety in initial
8. Computer Mediated Communication 8
social encounters (Berger & Calabrese, 1975). Research has pointed out that various strategies of
URT are used to gather information on new acquaintances met online (Courtois, All, &
Hadewijch, 2012), whereas traditional research involving URT resides primarily in FtF, where
individuals engage in verbal and nonverbal communication to gain knowledge, with expectations
of future interactions (Zhang, 2012).
Gathering online information is a prerequisite in forming and maintaining relationships in
the college setting. Although online communication (CMC) can lack characteristics of traditional
FtF encounters, such as physical proximity and personal appearance, people in online arenas are
still able to reduce uncertainty about individuals they encounter over the web (Zhang, 2012).
They found that individuals apply similar uncertainty reduction strategies in FtF interactions as
they do in CMC. Because of Facebook’s popularity of sharing status’ and photos, it has created
an environment that allows users to reduce their uncertainty of other people and build
connections with them on and of the SNS.
Computer-Mediated Communication (CMC)
Computer-mediated communication (CMC) is a relatively new area over the last two
decades that has been an ever changing and evolving that research is constantly being done to
keep up with it. CMC is the communication that is done through online means like through
telephones, texting, and computers. This is because “the availability of interactive
communication technologies has made the Internet part of everyday life, which people use to
form and maintain personal relationships” (Jiang, Bazarova. Hancock, 2011. Pg. 58). There have
been some very influential observational differences between CMC and FtF interactions. One of
these includes nonverbal communication. In CMC “users are unable to recognize when the pre-
interaction expectances they hold about a conversational partner’s personality are not accurate”
9. Computer Mediated Communication 9
(Walther, Deandrea. Tong, 2010. Pg. 365). In essence, through CMC, people are unaware if the
other user is being sarcastic or not which can lead to errors in communication.
Even without nonverbal communication, which is a very important part of
communication, CMC is becoming more and more of a popular means of communication.
Recently, some of the ways that people have been using online communication (CMC) is to
create and maintain relationships with others (Houser, Fleuriet, Estrada. 2012). CMC has had a
very important part in the continuation of relationships, especially with relationships that are
distanced from each other physically. Since these relationships lack intimacy since there is no
FtF interaction, it does not that they lack substance. It is argued that “relationships developed and
maintained through CMC are as deep as those fostered in a solely FtF context” (Houser, 2012.
Pg. 36). This is beneficial news for people who wish to maintain a relationship with someone
who may live very far away. People “may use CMC to maintain long-distance relationships with
those they have already met FtF” (Houser, 2012. Pg. 37). This is beneficial for people who want
to continue certain relationships.
There are also other advantages to using CMC than just to keep in contact with a person
who is far away. Some of these advantages include an increase in participation by users, it allows
for people to have meaningful conversations, it enhances people’s motivations, and it reduces a
person’s anxiety that may be typical in face-to-face interactions (Saleh, Eddin. 2012). Online
communication (CMC) allows for more “networked exchanges to help all individuals engage
more frequently, with greater confidence, and with greater enthusiasm” (Saleh, 2012. Pg. 76).
All of this has led to the continuing increase of, and the ever evolving, CMC.
As CMC is constantly evolving, so are the users of it. Normally, nonverbal
communication is not available during online communication (CMC). Due to this, many online
10. Computer Mediated Communication 10
users have begun to notice and pay attention to various verbal and textual clues that is in online
messages in order to overcome the lack of nonverbal communication (Walther, Deandrea. 2010).
This kind of accommodation implies that there is more ground to CMC than simple text and that
the text can begin to be perceived to having deeper meanings. As this kind of adaptation
increases, CMC users can get the same understandings, or better understandings, of interpersonal
communication as they could in FtF interactions (Walther, 1996). Favorability that can be seen
as becoming more and more popular as CMC becomes more complex.
For some people, “online relationships tend be more intimate than FtF relationships”
(Jiang, Bazarova, Hancock. 2011. Pg. 60). In online communication (CMC) there are many
variables that play into the fact that people have time to craft their messages before sending it out
and having it being read by someone else. This makes the message deeper and more meaningful
as it has been articulated according to the writer of the message. With this kind of safety check, it
makes it easier for people to share any kind of information about themselves that they might
normally have difficulty of constructing verbally. People become more comfortable with
revealing more about them online than verbally (Jiang, 2011). This kind of phenomena will be
important to understand in order to further study a person’s communication habits.
Face-to-Face (FtF) Communication
In this day in age, many have believed with the increasing number of technological
advances, CMC would soon replace business-related travel. But research by Rhoads (2010)
suggests that many projected growth estimates of telecommuting have been overinflated and that
it may be growing at a slower pace than in previous years.
When humans analyze words that are being spoken, they attempt to imagine and interpret
the communicator’s intention behind them. “Therefore, the nonverbal and paraverbal (tone, pitch,
11. Computer Mediated Communication 11
and inflection) components in a conversation are as important as the verbal” (Rhoads 114).
According to Rhoads (2010), paraverbal and nonverbal cues control conversation flow, turn
taking and mind reading. Any lack of these cue controls for conversation flow can result in
“unregulated and disordered conversation, which can lead to confusion and incoherence”
(Rhoads 114). Like what happens when a person misreads a text message or email on their
computer or Smartphone.
A 2008 study by researchers at the University of Illinois-Urbana-Champaign and George
Mason University put more than 200 students in groups to perform teamwork tasks and found
that those working FtF showed greater cooperation than those communicating through instant
messaging or videoconferencing, who were more likely to lie. Morella (2010) believes digital
messages and phone conversations are better "supplements" than "substitutes" for speaking in
person (Morella, 48). Though online messages can provide a handy written record of
conversations, employees who interact in person also feel more engaged with one another and
the work (Morella, 2010). He says “Only 7 percent of communication that deals with feelings or
attitudes is conveyed in the words used, with the rest of the meaning coming from tone or
nonverbal cues” (Morella, 49). Meaning the importance of nonverbal cues is still just as
important as the actual language being spoken in FtF communication. By reading the message
rather than listening and watching the context can be missed and thus misunderstanding the
communicator.
Important components of such nonverbal communication include space, time, physical
aspects of the environment and eye contact. Rhoads (2010) emphasizes the importance of culture
in understanding communication. Different cultures assume different levels of comfort regarding
12. Computer Mediated Communication 12
proximity to another and different tone, pitches, and degrees of assertiveness when
communicating.
Samar and Alibakhshi (2007) argue that men's discourse has assertive and competitive
features, whereas women's is supportive and relational, leading to the distinction between male
"report talk" and female "rapport talk". They examined email messages and found that emails
from 61 participants contained a higher incidence of features associated with the maintenance of
rapport and intimacy than those from male participants. Samar and Alibakhshi (2007) has also
found that males are more prone to write in an aggressive, competitive style, while women tend
to be far more supportive in their writing (email messages). This connects to Rhoads theory of
assertiveness when communicating cross-culturally.
Anna Banks and Anna Faul (2007) conducted a study to see the impact of reducing the
number of FtF contact hours in a Master’s of Science in Social Work (MSSW) foundation
research course in an urban school of social work on students’ knowledge gained and course
satisfaction. The findings of this study address concerns that web-based and distance learning do
not provide the rigor and quality of the traditional FtF classroom. Their Results suggest that
reducing the number of FtF contact hours in a classroom setting and replacing them with web-
sessions does not negatively affect student learning as both the comparison, and the experimental
group demonstrated an increase in foundation research knowledge (Banks & Faul 2007). In a
classroom setting such as a lecture, having less hours does not affect the students because of their
year of experience of time management and skills in technology.
Rationale
By using the Social Cognitive Theory and the Uncertainty Reduction Theory, we want to
better understand how online communication (CMC) effects FtF communication. It is important
13. Computer Mediated Communication 13
to know if online communication (CMC) is changing how people interact in FtF. By using SCT
and the URT, we want to answer the question that as computer mediated communication use
increases, a person’s social skills with FtF interactions decreases.
RQ1. How does CMC influence/impact the social skills and FtF communication in
college students?
Methods
Participants
There were a total of 88 participants who completed an online survey. Of these
participants, 87 indicated their sex (44 females and 43 males). Half of the total number of
participants indicated that their age was between 20 and 21 years (N=43). The primary language
of the participants was English (N=86) while one participant indicated “other”. Participants
indicated that their primary ethnicity was 59% were Caucasian, 21% were Asian, 12% were
Latino, 6% were Hawaiin/Pacific Islander, and 2% were other. There was a general distribution
of majors between the participants with 30% studying in the college of arts and sciences, 25%
studying business, 10% studying nursing, 11% studying engineering, and 25% studying other.
Following these, participants were asked some general questions about social media use.
Procedures
Participants were recruited using a convenience sample through online means consisting
of Facebook, Twitter, and email. A snowball technique was also used where participants were
asked to ask their friends to participate in the survey as well. The survey was accessed on an
online survey site called Qualtrics. Data and informed consent were collected through this
system. Data was collected through a month long process.
14. Computer Mediated Communication 14
The participants were asked general demographic and social media questions. The
demographic questions were elaborated on in the participants section. Social media questions
asked general questions about the participants use in social media, the duration, and the reasons
for use.
Measures
Questions were developed specifically for this study to assess the effects that online
communication use has on the participant’s social skills when interacting with others in an FtF
environment. This study used a 1-5 Likert scale that was modified from Martha Perry’s (2010)
study where she used a 1-5 Likert scale to study CMC competence. The questions were modified,
some questions changed wording, others were deleted because they were not relevant to this
study, and new ones were added. The questions in this study were focused on specifically
looking at the effects that CMC has on social skills when interacting FtF.
The study was broken down to three sections. The first section focused on questions
regarding CMC. The second section focused on questions regarding FtF. The last section
contained general demographic questions, as well as some general social media use questions.
Some examples from each of these sections include the following: “When communicating with
someone through a computer, I know how to adapt my messages to the medium” in the CMC
section; “I feel it is easier for people to understand what I say in face-to-face interactions” in the
FtF section; “what language do you primarily communicate in?” in the general demographics
section; and “which social media sites do you use?” in the social media general questions. The
CMC and FtF sections used the 1-5 Likert scale, 1 “strongly agree” to 5 “strongly disagree”,
where the participants were asked to gauge truthfully how comfortable they felt with using CMC
and FtF. The general demographics and general social media questions asked more specific
15. Computer Mediated Communication 15
questions regarding the participants. Participants chose one answer, unless the question provided
a multiple answers, regarding this section.
The 1-5 Likert scale was used in this study because it provides the ability to analyze how
comfortable students are with communicating with CMC and FtF. By allowing students to
choose how they feel when communicating with CMC and FtF, there could be a direct
correlation between the amount of CMC use and how comfortable students are when they
interact in FtF situations. The Cronbach’s Alpha reported for this measure is .863 and .815,
respectively.
Results
The research question was how CMC impacts or influences the social skills and FtF
interactions of college students. Focusing on the CMC variable, an independent samples t-test
showed no significant difference (t(84)= -1.56, p= .123) between college males and females.
Both males (M=3.80, SD=.59) and females (M=4.0, SD=.61) reported similar CMC competency.
This result suggests that CMC competency is not distinguishable between college males and
females as both gender groups are comfortable communicating with CMC.
With the same research question, we also focused on the FtF variable using an
independent samples t-test. Using an independent samples t-test showed no significant difference
(t(81)= .73, p= .468) between college males and females. Both males (M=4.01, SD= .48) and
females (M=3.93, SD= .47) reported similar FtF competency. The results between college males
and females on FtF satisfaction are non-distinguishable as both gender groups are competent
when communicating in FtF interactions.
Using the same research question, a One-Way Anova test was conducted to find how
often participants accessed social media sited when using CMC. Focusing on the CMC variable
16. Computer Mediated Communication 16
of this test, the One-Way Anova test showed a significant (F(4.81)=4.35, p= .003) difference
between the different access times. The majority of participants (N=76) indicated that they
access social media sites daily. When participants do access social media sites, 57% of
participants indicated using them for 0-1 hour, 32% said they use it for 1-2 hours, 3% use it for
2-3 hours, and 7% use it for 3+ hours. Based off of this result, participants largely access social
media sites for at most an hour versus longer sessions at a time.
From the same One-Way Anova test, the FtF variable was found to have almost no
significant (F(4.78)= .14, p= .966) between access times of social media sites. Based from this
result, it could be that because participants are communicating FtF they have no need to be
accessing social media sites.
The final test conducted also refers to the same research question. In the final test, a
Pearson Correlation test was conducted to find a correlation between the influences of CMC on
FtF. The Pearson Correlation test showed no correlation (r= -.142, p= .204) between the
influences of CMC on FtF. Based from this result, no matter how competent a participant was
with CMC, it had no direct effect on their FtF satisfaction.
Discussion
Implications
This study was conducted to find out if college students’ use of CMC ultimately effected
their FtF interactions. With more and more people engaging in online communication (CMC), it
was felt that it would be important to understand any potential effect it could have on traditional
means of communication (FtF). In order to better understand these growing phenomena of social
media use and FtF interactions with college students, two theories were applied to the research.
17. Computer Mediated Communication 17
These two theories were the Social Cognitive Theory (SCT) and the Uncertainty
Reduction Theory (URT). SCT is an important theory for this research because it helps to
understand how people gain and apply social teachings. Originally called the Social Learning
Theory by Stefanone and Lackaff (2010), SCT focuses on two styles of learning that people
engage in called reinforcement and vicarious learning. It was important to understand these
learning’s because college students unknowingly engage in these learning’s constantly.
Especially with vicarious learning, where people observe a behavior before engaging in it, plays
a key aspect in social media use (Nabi, Clark. 2008). More college students are willing to engage
with social media use if their colleagues engage in them as well. URT happens when people try
to reduce uncertainty about someone else in order to understand their actions. According to
Berger and Calabrese (1975), this theory is vital to communication. This theory was important to
this study because it would allow us to understand how important reducing the uncertainty is for
college students online when there is a lot of uncertainty online. With this theory, it would be
easier to understand if college students find it easier to reduce uncertainty about someone in FtF
or with CMC.
Based from the results of the study, it was ultimately found that there is almost no
correlation between the influences of CMC on FtF interactions. This tells us that as college
students are becoming more and more competent with online communication (CMC), there is no
direct correlation with their FtF interactions. College students are still just as comfortable
communicating FtF even if they are very active online with social media sites. Based off of this
interpretation, it tells us that no matter how advance technology may become and how active
college students are with it; this does not mean that they will reject traditional methods of
18. Computer Mediated Communication 18
communication. College students are apt at adapting to new means of communication while still
remaining competent with older methods.
This interpretation is true for both male and female college students. This is because the
results of the study found that both male and female college students were essentially equal with
their ability to communicate using CMC, as well as communicating in FtF. The results found that
both gender groups are just as competent communicating with online communication (CMC) and
with FtF interactions.
The final results found in the study focused on how long participants accessed social
media sites when they log in to them. Since it was found that both college males and females
were just as competent communicating online, there was a large difference between how long
they access social media sites. The majority of participants were found to only access social
media sites for around an hour at a time. This observation shows that even though college
students are competent communicating online, they do not show a need to remain online for long
durations.
Limitations
Limitations within the research would include our sample number and the use of a
convenience sampling method. For this type of research, a large number of participants would be
ideal in order to have a greater number of reliability and less room for error. In our study we
collected surveys from 91 college students ranging from 18 to 24 years of age. During the time
of our research, college students are heading towards the end of their summer vacations and
spending time with their friends and family before getting ready to return back to school. It
would be fair to say that many of the requests that were extended to participate in the study were
ignored because of time conflicts, students who were away on vacation, and those who did not
19. Computer Mediated Communication 19
want to participate in the study. This had an effect on the research data due to the low number of
participants, less than was ideal for the research that was conducted.
The use of a convenience sampling method could also be a limitation. The reason this
could be a limitation would be because the sample collected is similar to our personalities and
tendencies. The participants were chosen to participate through requests posted on Facebook and
Twitter as well as email invitations. This means that the survey was sent out to students who are
likely to know each other and possibly be acquainted with each other. The survey also had a
snowball effect where participants also passed on the survey for others to complete. The result
could have an effect on the data collected in the sense that the data received could be similar to
other participants.
Future Directions
For future replication of the present study, it would be useful to use a random sampling
method and to survey a larger amount of participants. The participants in this study were a
homogenous group of college students. By having a different sample method, this present study
can expand from being college students to the differences of age, regardless of education level.
By doing so, the results can show greater levels of significance between age and CMC
competency as well as age and FtF satisfaction. Our study focused on college students ranging
from 18-24 years of age. In today’s society, college students have to be knowledgeable and feel
competent working with computers. And our results suggest that, whereas with a random
sampling method that would include college students and non-college students, there could
possibly be a greater correlation between CMC use and FtF satisfaction in regards to age.
20. Computer Mediated Communication 20
Another possible direction that could be implemented in this study would be collecting a
larger sample pool. By using a convenience sample, we are only capable of reaching out to a
handful of students. Other methods of publicizing or requesting people to participate in the study
would be recommended. By having a larger number of participants, the data collected would
have a smaller area for error and any participants who answer incorrectly in their surveys can be
voided. Due to our number of low number of participants than was originally expected, our area
for error is smaller than it would with a larger pool. By having a larger participant pool,
researchers can better understand the relationship between CMC use and its effect on FtF
communication.
21. Computer Mediated Communication 21
References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (2001). Social Cognitive Theory of Mass Communication. Media Psychology, 3(3),
265-299.
Banks, Anne C., and Anna C. Faul. (2007) Reduction Of Face-To-Face Contact Hours In
Foundation Research Courses: Impact On Students' Knowledge Gained And Course
Satisfaction. Social Work Education 26.8: 780-793. Academic Search Premier. Web. 14
July 2013.
Berger, C. R. (1979) Initial interaction: Uncertainty, understanding, and the development of
interpersonal relationships. Language and social psychology Oxford: Blackwell. p. 122-
44.
Berger, C. R., & Calabrese, R. J. (1975). Some explorations in initial interaction and beyond:
Toward a developmental theory of interpersonal communication. Human Communication
Research. 1, 99-112.
Booth-Butterfield, Melanie, Steven Booth-Butterfield, and Jolene Koester. (1988). The Function
Of Uncertainty Reduction In Alleviating Primary Tension In Small Groups.
Communication Research Reports 5.2: 146-153. Communication & Mass Media
Complete. Web. 14 July 2013.
Courtois, Cédric, Anissa All, and Hadewijch Vanwynsberghe. (2012). Social Network Profiles
As Information Sources For Adolescents' Offline Relations. Cyberpsychology, Behavior
& Social Networking 15.6: 290-295. Academic Search Premier. Web. 14 July 2013.
Cuillier, D. (2008).Access Attitudes: A Social Learning Approach to Examining Community
Engagement and Support for Press Access to Government Records. Journalism & Mass
Communication Quarterly, 85(3), 549-576.
Dawkins, Marcia Alesan. (2010) How It's Done: Using Hitch As A Guide To Uncertainty
Reduction Theory. Communication Teacher 24.3: 136-141. Communication & Mass
Media Complete. Web. 14 July 2013.
Houser, M. L., Fleuriet, C., & Estrada, D. (2012). The Cyber Factor: An Analysis of Relational
Maintenance Through the Use of Computer-Mediated Communication. Communication
Research Reports, 29(1), 34-43.
Jiang, L., Bazarova, N. N., & Hancock, J. T. (2011). The Disclosure-Intimacy Link in Computer-
Mediated Communication: An Attributional Extension of the Hyperpersonal Model.
Human Communication Research, 37(1), 58-77.
22. Computer Mediated Communication 22
Lam, S. K., Kraus, F., & Ahearne, M. (2010). The Diffusion of Market Orientation Throughout
the Organization: A Social Learning Theory Perspective. Journal Of Marketing, 74(5),
61-79.
Morella, Michael. (2010). Try Talking For A Change." U.S. News & World Report 147.11 48-51.
Academic Search Premier. Web. 14 July 2013.
Nabi, R. L., & Clark, S. (2008). Exploring the Limits of Social Cognitive Theory: Why
Negatively Reinforced Behaviors on TV May Be Modeled Anyway. Journal Of
Communication, 58(3), 407-427.
Perry, Martha. (2010). Face-to-Face Versus Computer-Mediated Communication: Couples
Satisfaction and Experience across Conditions. University of Kentucky Master's Theses.
Paper 66.
Rhoads, Mohja. (2010). Face-To-Face And Computer-Mediated Communication: What Does
Theory Tell Us And What Have We Learned So Far? Journal Of Planning Literature
25.2: 111-122. Academic Search Premier. Web. 14 July 2013.
Saleh Mahdi, H., & Eddin Mohammed El-Naim, M. (2012). The Effects of Informal Use of
Computer-Mediated Communication on EFL Learner Interaction. Studies In Literature &
Language, 5(3), 75-81.
Samar, Reza Ghafar, and Goodarz Alibakhshi. (2007). The Gender Linked Differences In The
Use Of Linguistic Strategies In Face-To-Face Communication. Linguistics Journal 2.3:
59-71. Communication & Mass Media Complete. Web. 14 July 2013.
Stefanone, M. A., Lackaff, D., & Rosen, D. (2010). The Relationship between Traditional Mass
Media and “Social Media”: Reality Television as a Model for Social Network Site
Behavior. Journal Of Broadcasting & Electronic Media, 54(3), 508-525.
Walther, J. B. (1996). Computer-mediated communication: Impersonal, interper-sonal, and
hyperpersonal interaction. Communication Research, 23, 3–43.
Walther, J. B., Deandrea, D. C., & Tong, S. (2010). Computer-Mediated Communication Versus
Vocal Communication and the Attenuation of Pre-Interaction Impressions. Media
Psychology, 13(4), 364-386.
Zhang Qin, et al. (2012). The Facebook Phenomenon: Online Self-Disclosure And Uncertainty
Reduction." China Media Research 8.1: 48-53.Communication & Mass Media Complete.
Web. 16 July 2013.