Effects of Computer
Running head: EFFECTS OF COMPUTER MEDIATED COMMUNICATION
Effects of Computer Mediated Communication on Group Work
Nichole Nadalin
Mentor: Dr. Tara Perry
Western Washington University
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ABSTRACT
Different forms of computer-mediated-communication (CMC) and group work are becoming
increasingly popular in today’s society. This study looks at the satisfaction of group work when
using CMC methods compared to Face-to-face (FtF) methods. A sample of 120 college students,
from 6 different departments at a university in the Pacific Northwest, will fill out a survey that
asks different questions regarding their demographics and satisfaction with group work when
CMC methods are used and when FtF methods are used. This study will only yield quantitative
data, future research on this topic should be qualitative and focus on the way CMC affects group
work.
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Introduction
New classroom technologies have been introduced to the educational system and are used
especially in the higher education setting (Jalil, McFarlane, Ismail, & Krauss, 2008). Face-toFace Communication (FtF) has been the primary channel of communication for many years, yet
with today’s growing technologies, Computer-Mediated-Communication (CMC) is becoming a
popular way to communicate (Romano, Lowry, & Roberts, 2007). According to Romano,
Lowry, and Roberts (2007), small group interaction is a growing area however only minimal
research has been done. There have been concerns regarding lack of social interaction and
quality in the final product when CMC is used to communicate with group members (Reid,
Fraser, Makinek, Vlastimil, Scott, Clifford, Evans, 1996). CMC can be just as effective as FtF
communication when group members fully utilize the different CMC applications. This study
will explore the different channels of CMC and the effects they have on group communication.
Research in this area is necessary, because CMC is a relatively new concept and when used in
academic settings, it is important for researchers to understand how CMC affects academic work
(Romano, Lowry & Roberts, 2007).
Terms
Face-to-Face Communication; Computer –Mediated-Communication; Video Chat; Group
Theory; Computer-Mediated-Communication Theory
Literature Review
Background
Only in the last 40 years has CMC been a form of communication used by the general
public (Thurlow, Lengel, Tomic, 2004). The N-Generation, today’s youth, is accustomed to
using technology for everything (Tapscott, 2007). Students in higher education are using
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technology for vast facets of their school work, such as group projects. According to Littlejohn
(2004), the group communication theory states that “Group communication relates to the
interaction of people in small groups, usually in the decision-making settings” (p. 17). In
addition, Thurlow, Lengel, and Tomic (2004), define CMC theory as “concerned more
specifically with human interpersonal communication on, through and about the internet and
web” (p. 16). When these theories are fully utilized together, group output could be just as
efficient and productive when using CMC as when using FtF communication. Reid, Fraser,
Makinek, Vlastimil, Stott, Clifford, Evans, Jonathan found in their 1996 study of group work
using CMC, that there were no main negative effects on the quality of work produced when
participants used CMC rather than FtF communication. Group communication and CMC are two
things college students have grown up with.
How college students communicate
FtF is the original way to communicate; it is the method that has been used since the
beginning of time. Baym, Lin, and Zhang (2004) found in their research that although college
students communicate online, FtF, and on the telephone, FtF was the most dominant source of
interaction. Relationships between people who were close in location were most likely to be
maintained by FtF methods (Baym, Lin & Zhang, 2004). FtF communication has been preferred
in past years. When possible it still may be preferred for group communication because it can
easily combine task and relationship functions at the same time.
Golato and Taleghani-Nikazm (2006) found in their study that participants took norms
from their everyday conversation and applied them to interactions using CMC, making CMC a
part of everyday communication. Baym, Lin & Zhang (2004) found in their research, on local
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and long distance relationships, that college age participants maintained Long-distance
relationships primarily by internet and the telephone. Given these findings, communication
channels other than FtF can be sufficient forms of communication to keep relationships healthy.
So there is potential for a group to build relationships by using video chat and other interactive
CMC applications.
CMC Channels
CMC includes many different communication channels. According to Thurlow, Lengel,
and Tomic (2004) there are five main CMC channels including: emails, blogs, instant messaging,
visual chat, and personal homepages. These channels are all used for the specific purpose of
communication. Email, blogs, and instant messaging are primarily textual channels of CMC. The
biggest fear researchers have had with CMC is that it lacks nonverbal communication (Soukup,
2000). However, Golato and Taleghani-Nikazm’s (2006) study on email and instant messaging
has suggested that emoticons can substitute for nonverbal communication.
Applications such as visual chat and personal homepages as well as educational sites
such as Black Board are much more interactive. According to Soukup (2000), even everyday
websites have nonverbal communication hidden in them. The layout, colors, links, and
applications of a website communicates extra information about the organization the website
represents (Soukup, 2000). Adding a video camera in real time over the internet could also
potentially solve the problems of missing nonverbal cues and in turn relationship functions.
Muhlfelder, Klein, Simon, and Luczak (1999), found in their study that reports of trust were
equal in both the FtF and video chat situations and that participants in the CMC situations judged
their video chat partners less. Given these findings, when used to maintain communication
between group members video chat can be sufficient not only in building task functions but in
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building interpersonal relationships. Each CMC channel has its own pros and cons that must be
taken into account when using each channel.
Currently defined pros and cons of CMC
CMC is highly dynamic, has norms that differ from FtF communication, can be a fully
communicative environment, and must be thought of as its own form of communication rather
than as an extension of FtF communication (Soukup, 2000). Bernard, May, and Salber, (1996)
point out that primarily textual or audio communication can be helpful for informative purposes
because it cuts out visual distractions. This can improve the quality of output a group has
because they are focused on completing the task at hand rather than dealing with extraneous
topics. Thurlow, Lengel, and Tomic (2004) have come up with five main ways that CMC can be
useful in group communication settings. They first talk about anonymity and conformity and
how group members feel more secure in giving their honest opinion about ideas and decisions.
This is because they feel somewhat anonymous and the pressure to conform to other’s opinions
is lessened by the feelings of being distant. Next, Thurlow, Lengel and Tomic (2004) look at
cohesion, interactivity, and identity. Thurlow, Lengel and Tomic comment on the fact that email
and blogs have become cohesive because norms have been created defining the proper way to
format them. They also comment on the necessity of interactivity in order to keep groups that use
CMC running smoothly, as well as the idea of using CMC to choose what parts of your identity
you share with others.
The strongest concerns with CMC are lack of nonverbal behaviors, disinhibition,
deindividuation, and polarization (Thurlow, Lengel and Tomic, 2004). Without nonverbal
behaviors many conversational details will be lost. Reid et al. (1996) have been concerned about
the lack of social interactions when group members use CMC and the negative effects that has on
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their output. When relationships and tasks functions are not equal communication can be less
successful. Thurlow, Lengel and Tomic (2004) state that individuals using CMC are more likely
to do and say extreme statements they otherwise would not. There are many positive and
negative aspects to CMC, as there are in all forms of communication. Research related to college
students and CMC is fairly exploratory and in past years has been limited (An, Y. & Frick, T.
2006). Some studies have shown that CMC can be a sufficient way for group members to
communicate. For these reasons I propose the following research question:
RQ:
How do CMC applications affect small group communication in a college setting?
Methodology
Quantitative Research
The research method used for this study will be quantitative. Using a deductive approach
and quantitative research method allows the researcher to most easily measure the data in
numbers (Berger, 2001; Patten, 2000). However, using this type of method limits the amount of
detailed information that can be gathered. According to Patten (2000) quantitative researchers
spend minimal time interacting with the participants, resulting in the collection of only very
specific data. This method will allow the researcher to code different questionnaire questions to
measure if group member’s attitudes towards using CMC were more or less positive than using
face to face methods (Patten, 2000). Another major strength of this method is that the researcher
will be able to generalize the results to a greater population. By generalizing the results to the
greater population and being able to report statistics, the researcher will be able to inform
educators and students of the results of the study using easily understood statistics (Berger, 2001;
Patten, 2000).
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Method Selection
Survey
The research method used for this study will be a survey. The researcher will use this
method because surveys are specifically good at gathering information on behaviors, attitudes,
and beliefs or perceptions (Miller & Salkind, 2002). The strengths of survey research include the
ability to measure data easily, reach large samples, and describe characteristics of a large
population. The weaknesses of survey research include the standardization of opinions, and the
lack of context (Miller & Salkind, 2002). According to Goyder (1986), another limitation of
survey research is non-response, or people who choose not to participate. These limitations will
be overcome by selecting student participants from different disciplines to get a diverse set of
opinions, and context will be kept by using students who have participated in group work.
Finally non-response will be overcome by selecting 20 participants from each major, with at
least hundreds of students currently enrolled.
Variables
The independent variable of this research question is the type of CMC used between
group members. The independent variable will be conceptualized by different kinds of CMC
such as e-mail, personal websites, web chat, and instant messaging. It will be operationalized by
the number of times each CMC channels is used. The dependent variable will be the outcomes of
the group work, either good or bad, social and task functions. The dependent variable will be
conceptualized by satisfaction with group work when using CMC methods. It will be
operationalized by a satisfaction score on a survey, the higher the score the greater satisfaction
the participant feels from CMC (Rubin, R., & Rubin, A. 1989).
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Setting and Sample
This study will take place at a four year university, located in the Pacific Northwest, in a
room of the psychology department. This is for convenience of the researcher, because the
population to be studied is located at the university (Baym, Lin, & Zhang, 2004). The
participants will be randomly selected from the Communication, Psychology, Math, Education,
Environmental Studies, and Physics departments. These departments were chosen to get a variety
of students from various educational backgrounds. Group work may be performed differently
between the various departments and getting a sample from departments that focus in sciences,
humanities, and mathematics will help gain a diverse population. The sample will include 20
students from each department, 10 men and 10 women, for a total of 120 participants. Since the
participants are college students they will be between the ages of 18 and 25. Some college
students in the chosen departments may be younger or older; however the researcher seeks to
study the average college student. Reid et al. (1996) has found that students in higher education,
between the ages of 18 and 25 are using CMC the most. This sample of participants will be used
because they allow the researcher to get a sample of the student population as well as the
student’s views on CMC applications for the purposes of group work.
Procedure
Data Collection
Sampling Technique
The researcher has chosen to use purposive sampling to collect data. According to
Berkowitz (2007) purposive sampling allows the researcher to select participants based on
previous knowledge of the topic and population. The researcher can use the knowledge of what
classes use group work to select participants to complete the survey. If participants who have not
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completed group work were selected, their feelings on group work and the results found would
not be useful (Berkowitz, 2007). The researcher will ask professors who use graded small group
work, with or without CMC methods, from each of the selected departments, if they can make an
announcement about participation opportunity to the students. Students will then contact the
researcher and sign up to participate in the study.
Method Gathering
Materials used for this study include the survey that includes demographics questions,
consent form, and debriefing form. Each of these will be included in the appendix. The survey
will include 20 questions about feelings towards group work when CMC and FtF methods are
used, as well as four demographic questions. The questions will assess feelings of stress,
pressure, fear, and happiness concerning group work using both CMC and FtF methods. The
demographic questions will record the department, age, gender, and class standing of the
participant. The survey will have two forms, each beginning with the opposite order of questions.
The consent form will give the participant an overview of the study as well as any possible harm
they may endure. The debriefing form will include more detailed information of what the
researcher is studying as well as contact information if the participant has further questions.
Validity and Reliability
Validity will be met through this study by using appropriate questions throughout the
survey. Internal validity will be met by making sure the questionnaire assesses the different
aspects and attitudes of group work (Miller & Salkind, 2002). External validity will be met by
having a diverse student population for the participants, as diversity will help the study to
generalize to the public. Face validity will be met by having peers of the researcher examine the
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survey and review it to the extent of which it assesses the satisfaction of group work on a face
level.
Reliability will be met by focusing on the construction of the questions to eliminate
leading questions, double barrel questions, as well as confusing wording (Miller & Salkind,
2002). Each time the survey is given the environment will be controlled. Each group of students
will be given the same instructions and will complete the same survey in the same room. To
ensure reliability split test reliability will be performed where the first ten questions on the
survey will be compared to the second ten questions. The scores of these two sections should
correlate with one another.
Ethics
There are no serious concerns of ethics for this study however; the researcher will take
the following precautions to guard against any ethical issues. Participants will be volunteers
offered the opportunity to participate if they choose, through announcements in their classes.
Participants could experience emotional harm when filling out the survey if answering questions
induces anxiety or stress towards future group work (Lee-Treweek & Linkogle, 2000, and Stern,
2003). This issue will be overcome by a debriefing form that explains the study to students and
gives contact information for psychological help if the participant chooses. Students will fill out
a consent form and will be given a debriefing form to fully understand the study (Stern, 2003).
The researcher will ensure anonymity by keeping the surveys anonymous and keeping them
locked in a file cabinet in the researcher’s office until the study is completed at which time they
will be destroyed (Miller & Salkind, 2002).
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Conclusion
RQ:
How do CMC applications affect small group communication in a college setting?
This study will look at the positive and negative outcomes of using CMC applications for
group work in a college setting. Students and educators will benefit the most from this study
because they will better understand student’s opinions, personal benefits, and losses concerning
group work when CMC is the main source of communication. This study is important because
the college students of today are required more often to complete group work for class credit.
These requirements mean that it is necessary for students to learn how to effectively use CMC
during group work. With the ever growing field of technology these ideas will continue to run
hand in hand. It is also necessary for students and educators to understand the affects CMC has
on the work produced as well as students attitudes towards group work (Baym, Lin, & Zhang,
2004).
Further research is needed in this area so that educators can fully understand the effects
of CMC on group work, and they can then teach their students the most effective ways to utilize
CMC throughout projects. This study will have limitations as it will only look at the frequencies
of CMC applications per participant and the satisfaction rating for each of them. The study will
not look at the range of combinations of CMC applications and how they work, or don’t work
together. Using a survey is another limitation of this study because the questions limit the
diversity of information the researcher can gather. More observational and qualitative research is
needed in this area to fully understand the differences of using Face-to-Face and ComputerMediated-Communication because only so much can be learned through a survey. Further
qualitative research would allow researchers to build and expand upon information gathered
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from this survey. This survey will be exploratory in studying group work using CMC and FtF
methods and will find different areas of group work that need to be assessed separately in the
future.
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Demographics:
These questions are optional to answer. Please circle the best answer(s) that apply to you.
1. Gender (circle one):
a. Male
b. Female
2. Age: _________
3. Educational Department (circle one):
a. Communication
b. Psychology
c. Math
d. Education
e. Environmental Studies
f. Physics
4. Class Standing (circle one):
a. Freshman
b. Sophomore
c. Junior
d. Senior
5. Number of college classes taken, that have used group work: _______
6. Name of current class that is using group work: _____________________________
7. Short description of that project using group work:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8. Form of Computer-Mediated-Communication that you personally used the most for the
above group project ____________________________
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Survey – Communication Channels
Questions 1-18 are adopted and changed from the Communication Apprehension and
Satisfaction in Interpersonal Relationships study by Rebecca Rubin and Alan Rubin, who
adopted their survey from Hecht, (1978).
Computer-Mediated-Communication for the purpose of this survey is defined as: e-mail, instant
messaging, text messaging, interactive websites, black-board, blogs, video chat, social networks
such as facebook, and twitter.
When answering this survey please think of the group project computer-mediatedcommunication that you have experienced while working with a group for a class project. If a
question asks about a form of CMC that you have not used please skip it and move on to the next
question.
Please circle the letter that best fits your feelings toward the statement
1) When using CMC my group members let me know if I communicate effectively.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
2) When using CMC my peers express a lot of interest in what I have to say.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
3) When using CMC I feel like I can talk about anything to my group members.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
4) When using blogs, social networks, my group members genuinely want to get to know
me.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
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5) When using video chat, twitter, or interactive websites my group members genuinely
want to get to know me.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
6) When using e-mail, text messaging or instant messaging my conversations flow
smoothly.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
7) When using email I am very satisfied with my conversations with my group members.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
8) When using interactive websites, blogs, video chat, or twitter I am very satisfied with my
conversations with my group members.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
9) When using instant messaging I am very satisfied with my conversations with my group
members.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
10) When using text messaging I am very satisfied with my conversations with my group
members.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
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11) When using Email I am able to present myself as I want my group members to view me.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
12) When using instant messaging or text messaging I am able to present myself as I want my
group members to view me.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
13) When using interactive websites, blogs, video chat, or twitter I am able to present myself
as I want my group members to view me.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
14) I do not enjoy group conversations about our project using any CMC application.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
15) I feel that nothing is ever accomplished for our project in group conversations over
Email.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
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16) I feel that nothing is ever accomplished for our project in group conversations using
instant messaging or text messaging.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
17) I feel that nothing is ever accomplished for our project in group conversations using
interactive websites, blogs, video chat, or twitter.
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
18) I am very dissatisfied with my group conversations using CMC
a. Strongly agree
b. Agree
c. Neutral
d. Disagree
e. Strongly disagree
18
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