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This study adopts the functional perspective of group decision making as the theoretical framework to examine the differences between computer-mediated communication groups and face-to-face communication groups in terms of their decision-making process and performance. A field experiment was adopted by the study, which was built into a communication course involving two classes in a national university in northern Taiwan. These classes comprised 23 groups of 4 or 5 members each working for their final group projects. Of the 23 groups, 11 (51 persons) were randomly assigned to perform the task via computer-mediated communication, and the remaining 12 groups (61 persons) via face-to-face communication. The data analysis shows that most findings of the study confirm the notions of media-capacity theories. However, the findings of this study do not support the propositions of the functional perspective of group decision making. More detailed findings are discussed in the article.

Recent studies on social and organizational processes involved in computer-mediated communication (CMC) are discussed. A technological deterministic approach, which views CMC as inherently apt to support democracy in organizations, is challenged. Claims about equal access, overcoming socialbarriers, openness and de-individuation, are critically examined with reference to up-to-date literature. Our point, consistent with sociotechnical theory, is that CMC, especially in E-mail use, can alter rhythms and patterns of social interactions in ways both powerful and pervasive, neither positive nor negative in themselves, but shaped by local contexts of use. Stress on social identity processes involved in CMC is suggested as relevant to further research.

This article reviews the literature on computer-mediated communication (CMC) in organizations and as a medium for postsecondary education, and describes a teaching- and-research design that linked Boston MBA students with undergraduate organizational behavior students in Nova Scotia. The results of this CMC project are reviewed. Suggested future research on the topic is proposed.

This book explores the nature of technology – participatory media in particular – and its effects on our friendships and our fundamental sense of togetherness. Situating the notion of friendship in the modern era, the author examines the possibilities and challenges of technology on our friendships. Taking a media ecology approach to interpersonal communication, she looks at issues around phenomenology, recognition of friends as unique, hermeneutics in a digital world and mediated communication, social dimensions of time and space, and communication ethics. Examining friendship as a communicative phenomenon and exploring the ways in which it is created, sustained, managed, produced, and reproduced, this book will be relevant to scholars and students of interpersonal communication, mediated communication, communication theory and philosophy, and media ecology.

Using computer-mediated communication (CMC) groups as a context, this theoretical study aims at providing further specifications for the application of minority influence theory in small group research. Based on a focused literature review, this article proposes a framework that contextualizes strategic language use as an essential component of minority influence in CMC groups. Highlighting the role that unique features of CMC (e.g., interactive text-based communication, anonymity, salience of status markers) play in shaping and modifying minority influence in CMC groups, the proposed framework outlines testable propositions for future empirical studies.

The present handbook provides an overview of the pragmatics of language and language use mediated by digital technologies. Computer-mediated communication (CMC) is defined to include text-based interactive communication via the Internet, websites and other multimodal formats, and mobile communication. In addition to 'core' pragmatic and discourse-pragmatic phenomena the chapters cover pragmatically-focused research on types of CMC and pragmatic approaches to characteristic CMC phenomena. Susan C. Herring, Indiana University, USA; Dieter Stein, University of Düsseldorf, Germany; Tuija Virtanen, Abo Akademi University, Finnland.

Part One. Emerging Media Trends in Theory and Research Chapter 1. Introduction: Connecting CMC and Social Media Research; Jeremy Harris Lipschultz, Karen Freberg, and Regina Luttrell Chapter 2. Social Media Theories; Carolyn A. Lin and David J. Atkin Chapter 3. Electronic Word-of-Mouth (eWOM) and Social Media; Nicky Chang Bi and Ruonan Zhang Chapter 4. Unobtrusive Observational Approaches to Studying the Texting Life of Couples: A Case Study of Interpersonal Conflict; Miriam Brinberg, Rachel Reymann Vanderbilt, and Denise Haunani Solomon Chapter 5. How Social Media Serve As a Super Spreader of Misinformation, Disinformation and Conspiracy Theories Regarding Health Crises; Thomas J. Johnson, Ryan Wallace, and Taeyoung Lee Chapter 6. Global Culture, Power and Health Communication: India Fights Corona On the Battlefield of Social Media Platforms; Deepti Ganapathy Chapter 7. The COVID 19 Infodemic: Algorithmic Gatekeeping, Confirmation Bias, and Social Identity; T. Phillip Madison, Kyun David Kim, and William R. Davie Chapter 8. Mourning Using Social Media: The New Frontier for Death Communication; Jensen Moore Chapter 9. Saving Face: Theorizing Arab Women's Emerging Self-(re)presentations on Instagram; Zoe Hurley Chapter 10. Finding Love Online: An Overview and Future Directions for Research on Online Dating; Brianna L. Lane and David J. Roaché Chapter 11. A Textual Analysis of Online Asexual Representation and Visibility on Reddit; Kyle Webster Chapter 12. Gamification, Tinder-effect and Tinder-fatigue: Dating as a CMC Experience; Olga Solovyeva and Alexander V. Laskin Chapter 13. #MoreLatinosInNews: A Call for Representation; Teresa Puente Chapter 14. News Agenda Setting in Social Media Era: Twitter as Alternative News Source for Citizen Journalism; Yousef Aldaihani and Jae-Hwa Shin Chapter 15. QAnon: The Networks of Misinformation and Conspiracy Theories on Social Media; Shugofa Dastgeer and Rashmi Thapaliya Chapter 16. Emerging Trends in Computer-Mediated Communication and Social Media in Sport: Theory & Practice; Frauke Hachtmann Part Two. Social Media and CMC Applied Trends Chapter 17. An examination of influencer-brand relationship: Implications and future directions for influencer marketing; Brandi Watkins Chapter 18. Nano- & Micro-Influencers; Arthur D. Soto-Vásquez and Nadia Jimenez Chapter 19. Influencer Marketing and Consumer Well-Being: From Source Characteristics to Social Media Anxiety and Addiction; Juan Mundel, Jing Yang, and Anan Wan Chapter 20. True Biz Deaf: An exploration of how deaf creators use TikTok; Edward H. Bart IV, Arlinda Boland, Summer Shelton, and Teri Del Rosso Chapter 21. Cancel Culture: A career vulture amongst influencers on social media; Tatiana Schwirblat, Karen Freberg, and Laura Freberg Chapter 22. The Transition of 24/7 Trolls, Bullies, and Intimidation Through Social Media; Sabrina Page Chapter 23. Integrating the Barcelona Principles 3.0 Into Online Gaming Brand Ambassadorships; Kristie Byrum Chapter 24. The Evolution of Social Media Management as Professional Practice; Karen Sutherland Chapter 25. Social Media Practices of Independent Sports Podcasters; Matthew P. Taylor Chapter 26. Healthcare and Aging Adults: Building Beneficial Relationships through Social Media; Elise Assaf Chapter 27: Schools' use of social media for multicultural community engagement: A case study of Facebook use by government schools in Australia; Lauren Gorfinkel and Tanya Muscat Part Three. New Communication Technologies, Directions in Theory and Practice Chapter 28. When AI Meets IoT: AioT; Adrienne A. Wallace Chapter 29. Excellence In Digital Storytelling: Exploring How Best Practices Are Embraced By Professional Communicators; Ashika Theyyil Chapter 30. Digital Misinformation & Disinformation: The Global War of Words; Jeongwon Yang and Regina Luttrell Chapter 31. Algorithms, Analytics, and Metrics: Is Audience Interaction Reshaping Algorithmic Gatekeeping in the Marketplace of Attention?; Heidi A. Makady, William R. Davie, and Kenneth A. Fischer Chapter 32. Agency in Computer-Mediated Communication: Bots and U.S. Political Elections; Cameron W. Piercy, Ryan S. Bisel, and Jeffrey W. Treem Chapter 33. A Computational Text Analysis Study on Marijuana Edible Product Use on Twitter; Hyejin Kim, Tao (Tony) Deng, Juan Mundel, and Jennifer Honeycutt Chapter 34. Call and Response: A System for Converting Interactive Data into Money and Sound; Carolyn Malachi Chapter 35. Design Thinking As A Course Design Methodology for Teaching Social Media & Digital Analytics: A Qualitative Exploratory Case Study; Jana Duckett and Janice Smith Chapter 36. Artificial Intelligence in Public Relations: Role and Implication; Alexander Buhmann and Candace White Chapter 37. Is It Broken or Just Bruised? Evaluating AI and Its Ethical Implications Within the PR and Healthcare Industries; Jamie Ward and Alisa Agozzino Chapter 38. Artificial Intelligence and Changing Ethical Landscapes in Social Media and Computer-Mediated Communication: Considering the Role of Communication Professionals; Lukasz Swiatek, Chris Galloway, Marina Vujnovic, and Dean Kruckeberg Chapter 39. Artificial Intelligence: The Dark Side, Ethics, and Implications; Christopher McCollough, Adrienne A. Wallace, and Regina Luttrell Chapter 40. Future Trends of CMC and Social Media Research; Jeremy Harris Lipschultz, Karen Freberg, and Regina Luttrell.

Communication technology and the internet have developed quite rapidly from time to time. The development of communication technology and the internet has changed the way human's communication. Human interaction is no longer limited to face-to-face meetings, but has now shifted to interaction or communication using computer and internet media which are not limited to space and time. This mediated communication is known as Computer Mediated Communication (CMC). Communication through the CMC was developed by various application providers to facilitate internet users in communicating, one of which is through the Instagram application. Text, images and videos are included in the type of computer mediated communication (CMC) interaction. The CMC interaction is used by internet users from various circles, including millennial mothers. This research was conducted to find out how the role of CMC in developing self-potential among millennial mothers. This research is a qualitative research using semi-structured interviews as a data collection method. The findings in this study indicate that informants are selective in presenting themselves through the selection of images, videos and descriptions before uploading on the Instagram page so that they are able to display their potential.

Previous research on the interpersonal effects of computer-mediated communication (CMC) reveals inconsistencies. In some cases CMC has been found to be impersonal, task-oriented, and hostile. Other reports show warm personal relations, and still others show gradual adjustments in interpersonal relations over time. The past research results are also difficult to compare, as their research methods reveal inconsistent approaches. These inconsistencies include the treatment of time limits on group development, the neglect of nonverbal behavior in face-to-face, comparison groups, and other measurement issues. Each of these factors may obscure our understanding of the way CMC partners get to know and come to relate to each other through CMC. The present study attempts to address some of these concerns. This study explored the effects of computer conferencing on the interpersonal messages with which people define their relationships, known as relational communication. Observers rated the relational communication from transcripts of CMC conversations or from videotapes of face-to-face three-person groups who had worked in several sessions. Analyses showed that CMC groups achieved more positive levels on several dimensions of interpersonal communication than did face-to-face groups. On other dimensions, no differences between conditions were found. In no case did CMC groups express less intimacy or more task-orientation than face-to-face groups. Implications are drawn suggesting that under certain conditions, CMC may promote positive relational effects in ways that previous theories have not considered, and in some ways superior to more traditional media.

E-mail and Ethics explores the ways in which interpersonal relations are affected by being conducted via computer-mediated communication.The advent of this channel of communication has prompted a renewed investigation into the nature and value of forms of human association. Rooksby addresses these concerns in her rigorous investigation of the benefits, limitations and implications of computer-mediated communication.With its depth of research and clarity of style, this book will be of essential interest to philosophers, scholars of communication, cultural and media studies, and all those intere

The unique needs, goals, and constraints of heritage language learners in U.S. higher education and the multiple ways that they differ from those of second and foreign language (L2) learners have been well documented (Brisk, 2000; Chevalier, 2004; Grosjean, 1982; Kagan & Dillon, 2003). Each population uses its two languages in diverse ways, for differing purposes and with vastly dissimilar levels of proficiency. Shaping these distinctions are the contexts and purposes in which and for which learners are and/or become fluent. In the mother tongue, these contexts and purposes are most often interpersonal and involve home and family. By contrast, the contexts and purposes in which and for which a 'school educated' learner tends to master the foreign language are public and academic. This study examines Russian heritage learners in a U.S. university Russian language course and how computer mediated communication (CMC) was used to support their acquisition of academic literacy in the mother tongue. The CMC approaches reported can serve as models for accommodating heritage learners in post-secondary foreign language classes in ways that benefit all learners.

Objectives The authors were interested in how and why students use computer-mediated communication (CMC). Method Electronic messages sent by 76 social work students enrolled in a distance education course were examined. Responses to a survey with regard to the usefulness of these technologies were also analyzed. Results Students attending at distant sites were more likely than on-campus students to use both e-mail and the course listserv. Students used the technology more often for practical reasons than for academic enrichment. At the end of the term they reported increased competence in using CMC and expressed positive opinions about these technological supports. Conclusions CMC presents a partial remedy for the real and perceived isolation of students taking classes at distant sites. It does not, however, automatically augment learning.

In this article, we evaluate the ways in which computer-mediated communication (CMC) has thus far been conceptualized, proposing an alternative approach. It is argued that traditional perspectives ignore participants' everyday understanding of media use and media characteristics by relying on an individualistic and cognitive framework. The SIDE model, while improving on the definition of what may count as 'social' in CMC, still disregards the way in which identity is constructed and managed in everyday talk and text. To fill this gap, we offer a discursive psychological approach to online interaction. Presented here are the materials from an online discussion forum on depression. It is shown that participants' identities do not so much mirror their inner worlds but are discourse practices in their own right. More specifically, we demonstrate how participants attend to 'contradictory' normative requirements when requesting support, thus performing the kind of identity work typically obscured in cognitive models.

Over the past several years, scholars of teaching and learning have demonstrated the potential of collaborative learning strategies for improving student learning. This paper examines the use of computer-mediated communication to promote collaborative student learning in large introductory sociology courses. Specifically, we summarize a project we conducted during the 2000-2001 academic year in which we added online collaborative learning activities to the curriculum of two large sections of introductory sociology. Drawing on Novak et al.'s (1999) Just-In-Time Teaching methods, we developed online activities to help prepare students for subsequent in-class work and to cultivate a sense of group solidarity among smaller teams within the larger class. The results suggest that student engagement in the online group learning activities was strongly predictive of better student academic achievement on the biweekly quizzes, cumulative final exam, and course paper. These findings highlight the potential value of online group work for fostering collaborative learning environments in large lecture courses as well as for enhancing student learning.