Computer-mediated communication

Last updated

Computer-mediated communication (CMC) is defined as any human communication that occurs through the use of two or more electronic devices. [1] While the term has traditionally referred to those communications that occur via computer-mediated formats (e.g., instant messaging, email, chat rooms, online forums, social network services), it has also been applied to other forms of text-based interaction such as text messaging. [2] Research on CMC focuses largely on the social effects of different computer-supported communication technologies. Many recent studies involve Internet-based social networking supported by social software.

Contents

Forms

Computer-mediated communication can be broken down into two forms: synchronous and asynchronous. [3] Synchronous computer-mediated communication refers to communication that occurs in real-time. All parties are engaged in the communication simultaneously; however, they are not necessarily all in the same location. [4] Examples of synchronous communication are video chats and FaceTime audio calls. On the contrary, asynchronous computer-mediated communication refers to communication that takes place when the parties engaged are not communicating in unison. In other words, the sender does not receive an immediate response from the receiver. Most forms of computer-mediated technology are asynchronous. [4] Examples of asynchronous communication are text messages and emails.

Scope

Scholars from a variety of fields study phenomena that can be described under the umbrella term of computer-mediated communication (CMC) (see also Internet studies). For example, many take a sociopsychological approach to CMC by examining how humans use "computers" (or digital media) to manage interpersonal interaction, form impressions and maintain relationships. [5] [6] These studies have often focused on the differences between online and offline interactions, though contemporary research is moving towards the view that CMC should be studied as embedded in everyday life. [7] Another branch of CMC research examines the use of paralinguistic features such as emoticons, [8] pragmatic rules such as turn-taking [9] and the sequential analysis and organization of talk, [10] and the various sociolects, styles, registers or sets of terminology specific to these environments (see Leet). The study of language in these contexts is typically based on text-based forms of CMC, and is sometimes referred to as "computer-mediated discourse analysis". [11]

The way humans communicate in professional, social, and educational settings varies widely, depending upon not only the environment but also the method of communication in which the communication occurs, which in this case is through computers or other information and communication technologies (ICTs). The study of communication to achieve collaboration —common work products—is termed computer-supported collaboration and includes only some of the concerns of other forms of CMC research.

Popular forms of CMC include e-mail, video, audio or text chat (text conferencing including "instant messaging"), bulletin board systems, list-servs, and MMOs. These settings are changing rapidly with the development of new technologies. Weblogs (blogs) have also become popular, and the exchange of RSS data has better enabled users to each "become their own publisher".

Characteristics

Communication occurring within a computer-mediated format has an effect on many different aspects of an interaction. Some of those that have received attention in the scholarly literature include impression formation, deception, group dynamics, disclosure reciprocity, disinhibition and especially relationship formation.

CMC is examined and compared to other communication media through a number of aspects thought to be universal to all forms of communication, including (but not limited to) synchronicity, persistence or "recordability", and anonymity. The association of these aspects with different forms of communication varies widely. For example, instant messaging is intrinsically synchronous but not persistent, since one loses all the content when one closes the dialog box unless one has a message log set up or has manually copy-pasted the conversation. E-mail and message boards, on the other hand, are low in synchronicity since response time varies, but high in persistence since messages sent and received are saved. Properties that separate CMC from other media also include transience, its multimodal nature, and its relative lack of governing codes of conduct. [12] CMC is able to overcome physical and social limitations of other forms of communication and therefore allow the interaction of people who are not physically sharing the same space.

Technology would be a powerful tool when defining communication as a learning process that needs a sender and receiver. [4] According to Nicholas Jankowski in his book The Contours of Multimedia, a third party, like software, acts in the middle between a sender and receiver. The sender is interacting with this third party to send. The receiver interacts with it as well, creating an additional interaction with the medium itself along with the initially intended one between sender and receiver. [4]

The medium in which people choose to communicate influences the extent to which people disclose personal information. CMC is marked by higher levels of self-disclosure in conversation as opposed to face-to-face interactions. [13] Self disclosure is any verbal communication of personally relevant information, thought, and feeling which establishes and maintains interpersonal relationships. [13] This is due in part to visual anonymity and the absence of nonverbal cues which reduce concern for losing positive face. According to Walther’s (1996) hyperpersonal communication model, computer-mediated communication is valuable in providing a better communication and better first impressions. [5] Moreover, Ramirez and Zhang (2007) indicate that computer-mediated communication allows more closeness and attraction between two individuals than a face-to-face communication. [14] Online impression management, self-disclosure, attentiveness, expressivity, composure and other skills contribute to competence in computer mediated communication. [15] In fact, there is a considerable correspondence of skills in computer-mediated and face-to-face interaction [16] even though there is great diversity of online communication tools.

Anonymity and in part privacy and security depends more on the context and particular program being used or web page being visited. However, most researchers in the field acknowledge the importance of considering the psychological and social implications of these factors alongside the technical "limitations".

Language learning

CMC is widely discussed in language learning because CMC provides opportunities for language learners to practice their language. [17] For example, Warschauer [18] conducted several case studies on using email or discussion boards in different language classes. Warschauer [19] claimed that information and communications technology “bridge the historic divide between speech...and writing”. Thus, considerable concern has arisen over the reading and writing research in L2 due to the booming of the Internet. In the learning process, students, especially kids, need cognitive learning, but they also need social interaction, which enhances their psychological needs. Although technology has its powerful effect in assisting the English language learners to learn, it can not be a comprehensive way that covers different aspects of the learning process. [20]

Benefits

The nature of CMC means that it is easy for individuals to engage in communication with others regardless of time, location, or other spatial constraints to communication. [21] In that CMC allows for individuals to collaborate on projects that would otherwise be impossible due to such factors as geography, [22] it has enhanced social interaction not only between individuals but also in working life. [23] In addition, CMC can also be useful for allowing individuals who might be intimidated due to factors like character or disabilities to participate in communication. By allowing an individual to communicate in a location of their choosing, a CMC call allows a person to engage in communication with minimal stress. [24] Making an individual comfortable through CMC also plays a role in self-disclosure, which allows a communicative partner to open up more easily and be more expressive. When communicating through an electronic medium, individuals are less likely to engage in stereotyping and are less self-conscious about physical characteristics. The role that anonymity plays in online communication can also encourage some users to be less defensive and form relationships with others more rapidly. [25]

Disadvantages

While computer-mediated communication can be beneficial, technological mediation can also inhibit the communication process. [26] [ self-published source? ] Unlike face-to-face communication, nonverbal cues such as tone and physical gestures, which assist in conveying the message, are lost through computer-mediated communication. [26] As a result, the message being communicated is more vulnerable to being misunderstood due to a wrong interpretation of tone or word meaning. Moreover, according to Dr. Sobel-Lojeski of Stony Brook University and Professor Westwell of Flinders University, the virtual distance that is fundamental to computer-mediated communication can create a psychological and emotional sense of detachment, which can contribute to sentiments of societal isolation. [27]

Crime

Cybersex trafficking [28] [29] [30] and other cyber crimes involve computer-mediated communication. Cybercriminals can carry out the crimes in any location where they have a computer or tablet with a webcam or a smartphone with an internet connection. [30] They also rely on social media networks, videoconferences, pornographic video sharing websites, dating pages, online chat rooms, apps, dark web sites, [31] and other platforms. [32] They use online payment systems [31] [33] [34] and cryptocurrencies to hide their identities. [35] Millions of reports of these crimes are sent to authorities annually. [36] New laws and police procedures are needed to combat crimes involving CMC. [37]

See also

Related Research Articles

Flaming, also known as roasting, is the act of posting insults, often including profanity or other offensive language, on the internet. Flaming is distinct from trolling, which is the act of someone causing discord online or in person. Flaming emerges from the anonymity that Internet forums provide for users and which allow them to act more aggressively. Anonymity can lead to disinhibition, which results in the swearing, offensive, and hostile language characteristic of flaming. Lack of social cues, less accountability of face-to-face communications, textual mediation and deindividualization are also likely factors. Deliberate flaming is carried out by individuals known as flamers, which are specifically motivated to incite flaming. These users specialize in flaming and target specific aspects of a controversial conversation.

An internet relationship is a relationship between people who have met online, and in many cases know each other only via the Internet. Online relationships are similar in many ways to pen pal relationships. This relationship can be romantic, platonic, or even based on business affairs. An internet relationship is generally sustained for a certain amount of time before being titled a relationship, just as in-person relationships. The major difference here is that an internet relationship is sustained via computer or online service, and the individuals in the relationship may or may not ever meet each other in person. Otherwise, the term is quite broad and can include relationships based upon text, video, audio, or even virtual character. This relationship can be between people in different regions, different countries, different sides of the world, or even people who reside in the same area but do not communicate in person.

Cybersex, also called computer sex, Internet sex, netsex, e-sex and, colloquially, cyber or cybering, is a virtual sex encounter in which two or more people have long distance sex via electronic video communication and other electronics connected to a computer network.

<span class="mw-page-title-main">Communication theory</span> Proposed description of communication phenomena

Communication theory is a proposed description of communication phenomena, the relationships among them, a storyline describing these relationships, and an argument for these three elements. Communication theory provides a way of talking about and analyzing key events, processes, and commitments that together form communication. Theory can be seen as a way to map the world and make it navigable; communication theory gives us tools to answer empirical, conceptual, or practical communication questions.

Asynchronous learning is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. It uses resources that facilitate information sharing outside the constraints of time and place among a network of people. In many instances, well-constructed asynchronous learning is based on constructivist theory, a student-centered approach that emphasizes the importance of peer-to-peer interactions. This approach combines self-study with asynchronous interactions to promote learning, and it can be used to facilitate learning in traditional on-campus education, distance education, and continuing education. This combined network of learners and the electronic network in which they communicate are referred to as an asynchronous learning network.

Media richness theory (MRT), sometimes referred to as information richness theory, is a framework used to describe a communication medium's ability to reproduce the information sent over it. It was introduced by Richard L. Daft and Robert H. Lengel in 1986 as an extension of information processing theory. MRT is used to rank and evaluate the richness of certain communication media, such as phone calls, video conferencing, and email. For example, a phone call cannot reproduce visual social cues such as gestures which makes it a less rich communication media than video conferencing, which affords the transmission of gestures and body language. Based on contingency theory and information processing theory, MRT theorizes that richer, personal communication media are generally more effective for communicating equivocal issues in contrast with leaner, less rich media.

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

An online learning community is a public or private destination on the Internet that addresses its members' learning needs by facilitating peer-to-peer learning. Through social networking and computer-mediated communication, or the use of datagogies while people work as a community to achieve a shared learning objective. The community owner may propose learning objectives or may arise out of discussions between participants that reflect personal interests. In an online learning community, people share knowledge via textual discussion, audio, video, or other Internet-supported media. Blogs blend personal journaling with social networking to create environments with opportunities for reflection.

Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Before learning technology allowed for synchronous learning environments, most online education took place through asynchronous learning methods. Since synchronous tools that can be used for education have become available, many people are turning to them as a way to help decrease the challenges associated with transactional distance that occurs in online education. Several case studies that found that students are able to develop a sense of community over online synchronous communication platforms.

Synchronous conferencing or synchronous computer-mediated communication is the formal term used in computing, in particular in computer-mediated communication, collaboration and learning, to describe technologies informally known as online chat. It is sometimes extended to include audio/video conferencing or instant messaging systems that provide a text-based multi-user chat function. The word synchronous is used to qualify the conferencing as real-time, as distinct from a system such as e-mail, where messages are left and answered later.

The online disinhibition effect refers to the lack of restraint one feels when communicating online in comparison to communicating in-person. People tend to feel safer saying things online which they would not say in real life because they have the ability to remain completely anonymous and invisible when on particular websites, and as a result, free from potential consequences. Apart from anonymity, other factors such as asynchronous communication, empathy deficit, or individual personality and cultural factors also contribute to online disinhibition. The manifestations of such an effect could be in both positive and negative directions; thus, online disinhibition could be classified as either benign disinhibition or toxic disinhibition.

Asynchronous conferencing or asynchronous computer-mediated communication is the formal term used in science, in particular in computer-mediated communication, collaboration and learning, to describe technologies where there is a delay in interaction between contributors. It is used in contrast to synchronous conferencing, which refers to various "chat" systems in which users communicate simultaneously in "real time".
Especially in computer-mediated communication, it is emerging as a tool that can create opportunities for collaboration and support the inquiry process. In this form of communication, face-to-face conversation is not required, and the conversation can last for a long time. It has mostly been useful for online discussions and idea sharing which can be used for learning purpose or for solving problems over geographically diverse work-field.

<span class="mw-page-title-main">Social information processing (theory)</span>

Social information processing theory, also known as SIP, is a psychological and sociological theory originally developed by Salancik and Pfeffer in 1978. This theory explores how individuals make decisions and form attitudes in a social context, often focusing on the workplace. It suggests that people rely heavily on the social information available to them in their environments, including input from colleagues and peers, to shape their attitudes, behaviors, and perceptions.

The hyperpersonal model is a model of interpersonal communication that suggests computer-mediated communication (CMC) can become hyperpersonal because it "exceeds [face-to-face] interaction", thus affording message senders a host of communicative advantages over traditional face-to-face (FtF) interaction. The hyperpersonal model demonstrates how individuals communicate uniquely, while representing themselves to others, how others interpret them, and how the interactions create a reciprocal spiral of FtF communication. Compared to ordinary FtF situations, a hyperpersonal message sender has a greater ability to strategically develop and edit self-presentation, enabling a selective and optimized presentation of one's self to others.

Social presence theory explores how the "sense of being with another" is influenced by digital interfaces in human-computer interactions. Developed from the foundations of interpersonal communication and symbolic interactionism, social presence theory was first formally introduced by John Short, Ederyn Williams, and Bruce Christie in The Social Psychology of Telecommunications. Research on social presence theory has recently developed to examine the efficacy of telecommunications media, including SNS communications. The theory notes that computer-based communication is lower in social presence than face-to-face communication, but different computer-based communications can affect the levels of social presence between communicators and receivers.

Intercultural communicative competence in computer-supported collaborative learning is a form of computer-supported collaborative learning (CSCL), applied to intercultural communicative competence (ICC).

An online interview is an online research method conducted using computer-mediated communication (CMC), such as instant messaging, email, or video. Online interviews require different ethical considerations, sampling and rapport than practices found in traditional face-to-face (F2F) interviews. Online interviews are separated into synchronous online interviews, for example via online chat which happen in 'real time' online and asynchronous online interviews, for example via email conducted in non-real time. Some authors discuss online interviews in relation to online focus groups whereas others look at online interviews as separate research methods. This article will only discuss online interviews.

Joseph B. Walther is the Mark and Susan Bertelsen Presidential Chair in Technology and Society and the Director of the Center for Information Technology & Society at the University of California, Santa Barbara. His research focuses on social and interpersonal dynamics of computer-mediated communication, in groups, personal relationships, organizational and educational settings. He is noted for creating social information processing theory in 1992 and the hyperpersonal model in 1996.

Media linguistics is the linguistic study of language use in the media. The fundamental aspect of media linguistics as a new systematic approach to the study of media language is that media text is one of the most common forms of language existence today. It studies the functioning of language in the media sphere, or modern mass communication presented by print, audiovisual, digital, and networked media. Media linguistics investigates the relationship between language use, which is regarded as an interface between social and cognitive communication practice, and public discourse conveyed through media.

Online deliberation is a broad term used to describe many forms of non-institutional, institutional and experimental online discussions. The term also describes the emerging field of practice and research related to the design, implementation and study of deliberative processes that rely on the use of electronic information and communications technologies (ICT).

References

  1. ↑ McQuail, Denis (2005). McQuail's Mass Communication Theory. SAGE. ISBN   978-1-4129-0372-1.[ page needed ]
  2. ↑ Thurlow, Crispin; Lengel, Laura; Tomic, Alice (2004). Computer Mediated Communication. SAGE. ISBN   978-0-7619-4954-1.[ page needed ]
  3. ↑ Chin, Leonora (March 5, 2016). "Advantages and Disadvantages of Computer-Mediated Communication in the Context of UNIMAS Students and Staff".
  4. 1 2 3 4 Malone, Erin; Gulati, Harjeet S. "Designing Social Interfaces". Archived from the original on 2019-09-10. Retrieved 2018-03-15.
  5. 1 2 Walther, Joseph B. (1 February 1996). "Computer-Mediated Communication: Impersonal, Interpersonal, and Hyperpersonal Interaction". Communication Research. 23 (1): 3–43. doi:10.1177/009365096023001001. S2CID   152119884.
  6. ↑ Walther, Joseph B.; Burgoon, Judee K. (1992). "Relational Communication in Computer-Mediated Interaction". Human Communication Research. 19 (1): 50–88. doi:10.1111/j.1468-2958.1992.tb00295.x. hdl: 10150/185294 .
  7. ↑ Haythornthwaite, Caroline; Wellman, Barry (2008). "The Internet in everyday life: An introduction". In Wellman, Barry; Haythornthwaite, Caroline (eds.). The Internet in Everyday Life. John Wiley & Sons. pp. 3–41. ISBN   978-0-470-77738-1.
  8. ↑ Skovholt, Karianne; Grønning, Anette; Kankaanranta, Anne (1 July 2014). "The Communicative Functions of Emoticons in Workplace E-Mails: :-)". Journal of Computer-Mediated Communication. 19 (4): 780–797. doi: 10.1111/jcc4.12063 .
  9. ↑ Garcia, Angela Cora; Jacobs, Jennifer Baker (1 October 1999). "The Eyes of the Beholder: Understanding the Turn-Taking System in Quasi-Synchronous Computer-Mediated Communication". Research on Language and Social Interaction. 32 (4): 337–367. doi:10.1207/S15327973rls3204_2.
  10. ↑ Herring, Susan (1 June 1999). "Interactional Coherence in CMC". Journal of Computer-Mediated Communication. 4 (4). doi:10.1111/j.1083-6101.1999.tb00106.x. S2CID   5070516.
  11. ↑ Herring, S.C. (1999). "Interactional coherence in CMC". Proceedings of the 32nd Annual Hawaii International Conference on Systems Sciences. 1999. HICSS-32. Abstracts and CD-ROM of Full Papers. p. 13. doi:10.1109/HICSS.1999.772674. ISBN   0-7695-0001-3. S2CID   29601555.
  12. ↑ McQuail, Denis. (2005). Mcquail's Mass Communication Theory. 5th ed. London: SAGE Publications.[ page needed ]
  13. 1 2 Jiang, L. Crystal; Bazarova, Natalya N.; Hancock, Jeffrey T. (1 February 2013). "From Perception to Behavior: Disclosure Reciprocity and the Intensification of Intimacy in Computer-Mediated Communication". Communication Research. 40 (1): 125–143. doi:10.1177/0093650211405313. S2CID   31617444.
  14. ↑ Dunn, Robert Andrew (2012). "Identity Theories and Technology". In Rocci, Luppicini (ed.). Handbook of Research on Technoself: Identity in a Technological Society: Identity in a Technological Society. IGI Global. pp. 26–44. ISBN   978-1-4666-2212-8.
  15. ↑ Spitzberg, Brian H. (1 January 2006). "Preliminary Development of a Model and Measure of Computer-Mediated Communication (Cmc) Competence". Journal of Computer-Mediated Communication. 11 (2): 629–666. doi: 10.1111/j.1083-6101.2006.00030.x .
  16. ↑ Bubaš, Goran; Spitzberg, Brian (2008). "The relations of communication skills in face-to-face and computer-mediated communication". Proceedings of the European Communication Research and Education Association (ECREA) 2nd European Communication Conference. Communication Policies and Culture in Europe.
  17. ↑ Abrams, Zsuzsana I. (2006). "From theory to practice: Intracultural CMC in the L2 classroom". In Ducate, Lara; Arnold, Nike (eds.). Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching. Computer Assisted Language Instruction Consortium. ISBN   978-0-9891208-1-4.
  18. ↑ Warschauer, Mark (1998). Electronic Literacies: Language, Culture, and Power in Online Education. Routledge. ISBN   978-1-135-67348-2.[ page needed ]
  19. ↑ Warschauer, Mark (2006). Laptops and Literacy: Learning in the Wireless Classroom. Teachers College Press. ISBN   978-0-8077-4726-1.[ page needed ]
  20. ↑ Deborah, Healey. "Learner Autonomy with Technology: What do language learners need to be successful?". English Language Institute, Oregon State University – via academia.edu.
  21. ↑ Martin-Rubió, Xavier (2018-09-30). Contextualising English as a Lingua Franca: From Data to Insights. Cambridge Scholars Publishing. ISBN   978-1-5275-1696-0.
  22. ↑ Crum, "Advantages and Disadvantages of Computer-Mediated Communication"
  23. ↑ Katz, James E.; Aakhus, Mark (2002-03-21). Perpetual Contact: Mobile Communication, Private Talk, Public Performance. Cambridge University Press. ISBN   978-0-521-00266-0.
  24. ↑ Lane, "Computer-Mediated Communication in the Classroom: Asset or Liability?" Archived 2014-12-18 at the Wayback Machine
  25. ↑ Schouten, Alexander P.; Valkenburg, Patti M.; Peter, Jochen (1 November 2009). "An Experimental Test of Processes Underlying Self-Disclosure in Computer-Mediated Communication". Cyberpsychology: Journal of Psychosocial Research on Cyberspace. 3 (2).
  26. 1 2 Fenell, Zachary. "Disadvantage for Communication in Computer Technology". Techwalla.
  27. ↑ Sobel-Lojeski, Karen; Westwell, Martin (May 27, 2016). "Virtual distance: technology is rewriting the rulebook for human interaction". The Conversation.
  28. ↑ "Cyber-sex trafficking: A 21st century scourge". CNN. July 18, 2013.
  29. ↑ "IJM Seeks to End Cybersex Trafficking of Children and #RestartFreedom this Cyber Monday and Giving Tuesday". PR Newswire. November 28, 2016.
  30. 1 2 "Cybersex Trafficking". IJM. 2020.
  31. 1 2 "Cheap tech and widespread internet access fuel rise in cybersex trafficking". NBC News. June 30, 2018.
  32. ↑ "Senate to probe rise in child cybersex trafficking". The Philippine Star. November 11, 2019.
  33. ↑ "Global taskforce tackles cybersex child trafficking in the Philippines". Reuters. April 15, 2019.
  34. ↑ "Webcam slavery: tech turns Filipino families into cybersex child traffickers". Reuters. June 17, 2018.
  35. ↑ "How the internet fuels sexual exploitation and forced labour in Asia". South China Morning Post. May 2, 2019.
  36. ↑ "Philippines Makes More Child Cybersex Crime Arrests, Rescues". VOA. May 12, 2017.
  37. ↑ "Cybersex trafficking spreads across Southeast Asia, fuelled by internet boom. And the law lags behind". South China Morning Post. September 11, 2019.

Further reading

This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.