Bridging the Gap Between Media Synchronicity and Task Performance

Münzer, Stefan; Holmer, Torsten

doi:10.1177/0093650208326464

Cited by 25 publications

(11 citation statements)

References 48 publications

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“…These studies are supported by media synchronicity theory that suggests that symbol variety (the ability to provide information in various formats, e.g. verbal, non-verbal) helps to underpin effective communication (M€ unzer & Holmer, 2009).…”

Section: Factor 4 Formmentioning

confidence: 92%

“…Written communication also provides a record of the interaction that can encourage learner reflection through user 'reprocessability' (i.e. examination and later processing) (M€ unzer & Holmer, 2009) and annotation inclusion (Bridge & Appleyard, 2005). In addition, written text can be delivered without breaking the professional flow of an activity, encouraging later reflection (Barton & Wolery, 2007).…”

Section: Factor 4 Formmentioning

confidence: 99%

“…This concept describes the number of simultaneous conversations within a communication stream. Theory suggests that a greater number of simultaneous conversations can reduce coherence (M€ unzer & Holmer, 2009) and hinder message interpretation.…”

Section: Factor 4 Formmentioning

confidence: 99%

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Feedback effectiveness in professional learning contexts

Johnson

2016

Review of Education

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Assessment organisations that operate at a national level in the UK employ hierarchic assessor monitoring arrangements, where the most senior assessors (known as team leaders) feedback to assessors in their teams on their marking performance. According to a sociocultural viewpoint, this feedback possesses learning potential as it allows assessors insights into the perspectives of their team leader. There is relatively little research on feedback effectiveness in professional assessment contexts. To gain insights into feedback effectiveness a literature review was carried out that incorporated 183 feedback research studies. The aim of the review was to identify the characteristics of feedback messages that are associated with effectiveness in contexts where access to knowledge is hierarchically and remotely distributed. For the purposes of this study, feedback is considered to be effective where it potentiates professional learning through supporting the alignment of participants' thinking and practice. The review outcomes are synthesised into a framework that identifies a number of core and sociocultural factors associated with feedback effectiveness. The review outcomes have implications for those with a role in delivering feedback, particularly where feedback is used to influence performances where there is asymmetry in expertise and relative professional status.

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Section: Factor 4 Formmentioning

confidence: 92%

Section: Factor 4 Formmentioning

confidence: 99%

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Feedback effectiveness in professional learning contexts

Johnson

2016

Review of Education

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“…Channel expansion theory similarly states that experience with the electronic medium, experience with the messaging topic, experience with the organisational context, and experience with communication partners will overtime help in developing associated social information-processing schema bases that help in effectively encoding and decoding messages (Carlson and Zmud, 1999). Evidence of this was found in a more recent study by Munzer and Holmer (2009) where they found that people engaging in asynchronous CMC compensated for the decrease in coherence of the discussion by showing higher engagement in integrating information during discussion. Kock (1998Kock ( , 2001 in his compensatory adaptation model goes one step further to state that communication through electronic media gives rise to more elaborate and better quality contributions when compared to FTF communication in the process of compensating for the limitations of the electronic medium.…”

Section: Interfirm Internet Driven Communication: From a Cmc Perspectivementioning

confidence: 97%

Enhancing interfirm relationship and performance through internet driven management of knowledge processes

Chakravorti

2012

IJVCM

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With the emergence of the internet, interorganisational interactions are significantly going digital. However, researchers are strongly divided over the effect of the internet on firm performance. This theoretical paper discusses the effect of internet usage for transactions, communications and marketing between value chain partners, on interfirm relationship and performance. This analysis is done holistically through the theoretical lens of computer mediated communication, knowledge management, organisational learning, and the resource-based view. The paper's argues that internet usage between partner firms does have a positive effect on information sharing and joint problem solving, in turn positively affecting interfirm relationship and performance. Propositions and a theoretical framework of internet driven management of interfirm relationship and performance are developed to reflect these effects.Biographical notes: Samit Chakravorti holds a Bachelors degree in Science, and an MBA and PhD in Business Administration from AACSB accredited institutions in the USA. He has published multiple articles in academic journals, conference proceedings and a trade book on customer relationship management. His research interests fall in the areas of customer relationship management, sales and distribution. He also has nine years of teaching experience in the USA and six years of sales experience working in multinational firms in India. His teaching interests include customer relationship management, international business/marketing, marketing management and sales. favour of CMC because it may allow more focus on the task and less focus on the social aspects of communication, leading to higher quality of task related communication (Hollingshead and Contractor, 2002). The task-technology fit theory clarifies the effectiveness of the electronic communication media by saying that electronic media with different capabilities are needed for different types of collaborative tasks (e.g., problem tasks vs. judgment tasks) for it to be effective and all electronically mediated communication are not universally less effective than FTF communication (Zigurs and Buckland, 1998). All the above mentioned theories are in essence arguing that electronic communication will be just as effective as face o face communication in the long run despite comparative lack of social presence and media richness, because individuals will adapt to the electronic communication. Kock (2004) in his effort to reconcile all the conflicting theories on CMC took an evolutionary view of analysing CMC coming up with his psychobiological model. The psychobiological theory asserts that over time the 'unnaturalness' of the electronic medium will lessen and it will become an effective means of communication because with repeated interaction with the medium and communication partners, participants will develop CMC related schemas which may counter the effect of schemas which are biased towards FTF interaction. Overtime, Kock argues that repeated use of the internet f...

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“…A competing hypothesis is suggested by some findings that virtual teams may exercise more vigilance than do face-to-face teams. Specifically, Münzer and Holmer (2009) and Münzer and Borg (2008) found evidence for a compensatory model wherein virtual teams spontaneously increase vigilant behaviors (such as repetitions of information) in an effort to make up for the challenges of asynchronous computer-mediated communication. Their findings are consistent with past research on face-to-face teams that attention to interaction process may increase as a group’s task structure becomes more complex or intractable (Hirokawa, 1990; Poole & Roth, 1989).…”

Section: Vigilant Interaction Theorymentioning

confidence: 99%

Distributed People and Distributed Information

McLeod

2013

Small Group Research

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The theoretical framework of vigilant interaction theory is used to examine information exchange and decision-making quality in virtual teams. Groups completed a hidden profile task in one of three geographic dispersion conditions: all members colocated, isolated, or mixed with two colocated and two isolated members. Vigilant interaction—discussion of task information, attention to other group members’ information, discussion of positive and negative attributes of the alternatives, and systematic information processing—predicted decision quality. Explicit reminders of information differences predicted pooling of unique information. No evidence was found for difficulties in interaction and task performance due to subgroup faultline dynamics; instead vigilant interaction was highest in groups with mixed distributions, suggesting they exerted compensatory effort. Exploratory analyses suggested that temporal vigilance was lowest in completely distributed groups. Implications for new dimensions of the vigilant interaction theory framework are discussed.

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Bridging the Gap Between Media Synchronicity and Task Performance

Cited by 25 publications

References 48 publications

Feedback effectiveness in professional learning contexts

Feedback effectiveness in professional learning contexts

Enhancing interfirm relationship and performance through internet driven management of knowledge processes

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