Media Symbolism, Media Richness, and Media Choice in Organizations

Treviño, Linda Klebe; Lengel, Robert H.; Daft, Richard L.

doi:10.1177/009365087014005006

Cited by 676 publications

(340 citation statements)

References 11 publications

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“…In addition to addressing aspects related to cross-cultural differences, the article explores challenges associated with online interaction, and in particular, the time-space distance (Giddens, 1991;Zakay, 2012) and varying levels of media richness (Trevino, Lengel, & Daft, 1987) over a series of interactions in groups with students that have different levels of communication and technological competencies.…”

Section: Literature Review: Internationalization and Global Virtual Tmentioning

confidence: 99%

Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

Gonzalez-Perez

Vélez-Calle

Cathro

et al. 2014

Journal of Teaching in International Business

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Abstract:The increasing importance of global virtual teams in business is reflected in the classroom by the increased adoption of activities that facilitate real-time cross-cultural interaction. This article documents the experience of students from two Colombian universities who participated in a collaborative international project using virtual teams as part of the international business (IB) curriculum. The data reveals that in spite of challenges associated with time zone differences, technology limitations, and trust issues, the vast majority of students perceived that the use of virtual teams as a teaching tool facilitates cultural understanding and IB-relevant learning. The findings of this research suggest that online experiential exercises can be an effective approach in teaching and in the development of virtual collaboration skills.

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Section: Literature Review: Internationalization and Global Virtual Tmentioning

confidence: 99%

Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

Gonzalez-Perez

Vélez-Calle

Cathro

et al. 2014

Journal of Teaching in International Business

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“…Third, certain qualitative components of information help explain obstacles to processing information: difficult learning materials (Sweller 1994), text ambiguities (Trevino, Lengel, and Daft 1987), and redundant information (Mason and Kaye 1990;Schwan, Straub, and Hesse 2002). Difficult learning materials reflecting the inherent complexity of course content impose an intrinsic cognitive load (high element interactivity) on students.…”

Section: Information Overload Versus Cognitive Overloadmentioning

confidence: 99%

Learners’ perceived information overload in online learning via computer-mediated communication

Chen¹,

Pedersen²,

Murphy³

2011

Research in Learning Technology

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Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning. Participants were 12 graduate students from two online courses in the United States. Their learning experiences in both online discussions and on the course website were explored through semi-structured interviews. They also completed a background questionnaire that assessed three constructs that limit learner readiness and are likely to lead to online students' perceived information overload: inadequate prior knowledge, inadequate English proficiency, and lack of technical skills for participating in computer-mediated communications. The findings suggest that varied learner characteristics led some students to be more susceptible than others to information overload. Emerging data-driven risk factors were: lack of efficiency in reading from computer screens, visual and auditory learning preferences, and time constraints. Difficulties associated with students' perceptions of information overload are addressed and implications for course design are offered.Keywords: information overload; computer-mediated communication; cognitive load theory; online discussion Introduction With increases in Internet communication technologies, online learning has grown rapidly through the use of computer-mediated communication (CMC). CMC uses telecommunication technologies such as email, real-time chat, computer conferencing/online discussion systems, and online databases to support human communication between spatially separated learners (Jonassen et al. 1995). Although CMC can support teaching and learning by making information and communication easily accessible via computer networks, one of the main problems caused by the medium is information overload (IO) (Burge 1994;Eastmond 1995;Harasim 1987;Kear and Heap, 2007;Paulo 1999;Vonderwell and Zachariah 2005). IO becomes a problem when students simultaneously face having to acquire the technical skills necessary to participate in CMC and manage a large volume of information both on the course website and through computer conferencing (Harasim 1987). Numerous studies have investigated the problem of IO in the disciplines of organisation science, marketing, accounting, management information systems, business management, and psychology (for reviews, see Edmunds and Morris 2000;Eppler and Mengis, 2004;Klausegger, Sinkovics, and Zou 2007). Yet little research has been dedicated to investigating the problem of IO per se in online education as other disciplines have done. This study thus aimed to explore the sources of online students' IO and accordingly offer suggestions for increasing students' cognitive resources for learning. Theoretical frameworkCognitive load theory Cognitive load theory may provide a basis for understanding the concept of IO in this study. The theory consis...

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“…The literature on communication media reflects a myriad of interrelated theories on the causes that determine the selection of a communication media and its use : media richness (Daft and Lengel 1984), social influence (Schmitz and Fulk 1991), media symbolism (Trevino et al 1987), situational factors (Short et al 1976), critical mass (Markus 1987), and communication genres (Yates and Orlikowski 1992). These theories facilitates the use of language variety (e.g., numbers and pictures), and allows for a high degree of personalized input.…”

Section: Theories About the Selection And Use Of Communication Mediamentioning

confidence: 99%

The frequency of the dyadic influence tactics according to communication media

Fernández

Simó

Enache

et al. 2011

Behaviour & Information Technology

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One of the most important determinants of managerial effectiveness in achieving organizational objectives is the success in influencing subordinates, lateral peers and supervisors through influence tactics. However, little attention has been paid to the use of a communication media in the context of influence tactics. Our objective is to study the frequency of these dyadic influence tactics on diverse communication media. The study involves a questionnaire-based survey conducted on Spanish post-graduate students who had been working in medium sized or large companies during the last two years or more. The results suggest that the richness of the medium explains most similarities and differences in the frequency of influence tactics for different communication media. Furthermore, in the study of hard influence tactics in communication media with similar richness, it is necessary to introduce social aspects and the level of surveillance in order to explain it fully. This study helps managers to understand the relationships between influence tactics and the use of communication media, in order to improve their communication effectiveness.

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Media Symbolism, Media Richness, and Media Choice in Organizations

Cited by 676 publications

References 11 publications

Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

Learners’ perceived information overload in online learning via computer-mediated communication

The frequency of the dyadic influence tactics according to communication media

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