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Advisor(s)
Abstract(s)
The complexities of computer-mediated communication (CMC) are visible in the diversity of the theoretical
models that try to explain the implications of electronic communication. The different approaches
are not necessarily contradictory, but they emphasize different qualities or characteristics of CMC. In
this chapter we review six of the most prominent models: (1) the social presence model; (2) the media
richness theory; (3) the reduced social cues model; (4) the social information processing model; (5) the
social identity model; and (6) the hyperpersonal communication theory. Initial studies on CMC tend to
view this form of communication as impersonal and very limited in expressing emotions and complex
social interactions. However, recent research has shown that electronic communication can promote a
very rich relational communication and be effective in problem-solving situations, in attaining results
and in achieving objectives in tasks performed at a distance. The understanding of these communication
processes involves a detailed analysis of several variables, such as group communication processes,
the different use of verbal and non-verbal communication channels in face-to-face and virtual settings,
and the social construction of the processes of connecting, bonding and building psychological immediacy
in mediated contexts. The studies show that in several indicators of group well-being or in task
efficacy indicators, better results are obtained in virtual groups, when compared to their face-to-face
equivalents, as long as the time variable is controlled. A relevant aspect to take into account is that
virtual groups take more time to socialize and to reach objectives than do face-to-face groups. In this
chapter we discuss some explanatory hypotheses for these somewhat surprising results and analyze their consequences in terms of online education. We suggest that we now have a reasonable understanding
of online communication and interaction processes, and that this knowledge should shape the practices
of those who work in online education and distance education.
Description
Keywords
Online communication CMC models Online interaction Distance learning
Citation
Quintas-Mendes, A., Morgado, L., & Amante, L. (2008). Online Communication and E-Learning. In Kidd, T. T., & Song, H. (Ed.). Handbook of Research on Instructional Systems and Technology (pp. 927-943).Hershey: IGI Global. http://doi:10.4018/978-1-59904-865-9.ch065
Publisher
IGI Global