The hidden messages in computer networks
Harvard Business Review
A foundation for the study of group decision support systems
Management Science
Changing contexts of communication
Journal of Information Science
Virtual community in a telepresence environment
Virtual culture
Mass media use and social life among Internet users
Social Science Computer Review - Special issue on survey and statistical computing in the new millennium
Virtual Culture: Identity and Communication in CyberSociety
Virtual Culture: Identity and Communication in CyberSociety
CyberSociety: Computer-Mediated Communication and Community
CyberSociety: Computer-Mediated Communication and Community
Human-Computer Interaction
ICHL'11 Proceedings of the 4th international conference on Hybrid learning
An approach to measuring influence and cognitive similarity in computer-mediated communication
Computers in Human Behavior
Hi-index | 0.00 |
This study used Social Impact Theory to explore sources and functions of interpersonal influence in Computer-Mediated Communication. Participants were 43 female and 17 male graduate students ranging from 25 to 60 years of age. In each of five distinct graduate classes (n"1=15, n"2=11, n"3=10, n"4=12, n"5=12) delivered online at a research university, participants engaged in anonymous and computer-mediated discourse and then nominated peers who were directive and/or influential (positive and negative) during the online interaction. High numbers of peer nominations were expected to characterize participants perceived as emanating social impact. Four interpersonal factors were chosen as strength operants in accordance with Social Impact Theory and were, therefore, expected to predict social impact. Of the four, assertiveness and exaggeration were significant, while emotional intensity and sensitivity were not. Two factors, contribution total and word total, were chosen as immediacy operants in accordance with Social Impact Theory. Both factors were found to be significant predictors of social impact. Implications of these findings relative to online learning and interpersonal influence as it occurs in an online context are discussed.