Videoconferencing in Business Meetings

Larsen, Sjur

doi:10.4018/ijec.2015100104

Cited by 12 publications

(10 citation statements)

References 34 publications

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“…The answer is that no one had to. Even though the capabilities and benefits of WCS were known before the crisis, the absence of necessity and prevailing social norms, such as the preference for face-to-face interactions (Larsen, 2015), prevented people from breaking their habit of meeting in person. The contact restrictions imposed to contain the spread of COVID-19 created the necessity that outweighed prevailing social norms.…”

Section: Discussion and Directions For Future Researchmentioning

confidence: 99%

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Virtually in this together – how web-conferencing systems enabled a new virtual togetherness during the COVID-19 crisis

Hacker

Brocke

Handali

et al. 2020

European Journal of Information Systems

212

162

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Regulations to contain the spread of COVID-19 have affected corporations, institutions, and individuals to a degree that most people have never seen before. Information systems researchers have initiated a discourse on information technology's role in helping people manage this situation. This study informs and substantiates this discourse based on an analysis of a rich dataset: Starting in March 2020, we collected about 3 million tweets that document people's use of web-conferencing systems (WCS) like Zoom during the COVID-19 crisis. Applying text-mining techniques to Twitter data and drawing on affordance theory, we derive five affordances of and five constraints to the use of WCS during the crisis. Based on our analysis, our argument is that WCS emerged as a social technology that led to a new virtual togetherness by facilitating access to everyday activities and contacts that were "locked away" because of COVID-19-mitigation efforts. We find that WCS facilitated encounters that could not have taken place otherwise and that WCS use led to a unique blending of various aspects of people's lives. Using our analysis, we derive implications and directions for future research to address existing constraints and realise the potentials of this period of forced digitalisation.

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Section: Discussion and Directions For Future Researchmentioning

confidence: 99%

“…rather than "Hi, how are you?" In addition, while it approximates face-to-face interactions, WCS has to some extent continued to be perceived as a "second class" medium (Larsen, 2015), which created barriers to their widespread implementation and use.…”

Section: Introductionmentioning

confidence: 99%

Virtually in this together – how web-conferencing systems enabled a new virtual togetherness during the COVID-19 crisis

Hacker

Brocke

Handali

et al. 2020

European Journal of Information Systems

212

162

View full text Add to dashboard Cite

show abstract

“…This created a sense of seclusion, and as a result, Wei and Johnes (2005) concluded that web-based learning tools should complement traditional schooling and not replace it. Faceto-face meetings are still preferred for effective communication and successful mastery of knowledge and skills (Larsen, 2015).…”

Section: Favorable and Unfavorable Factors Affecting The Use Of Web Conferencing In Educationmentioning

confidence: 99%

Why Web-Conferencing Matters: Rescuing Education in the Time of COVID-19 Pandemic Crisis

Adipat

2021

Front. Educ.

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Physical interaction between humans has steadily decreased over the past year as a result of the COVID-19 pandemic. As a result, the adoption of e-conferencing has seen a huge increase in conducting business globally and technologically mediated interactions are now the order of the day—the new normal. The virtualization of meetings promotes collaboration among colleagues, target markets, associates, teachers, and students working towards the organization’s objectives. Using web conferencing in learning meets the primary goal of both educators and students. It facilitates the creation of the best learning environment for students and aids in the realization of a balance between life and teaching duties for educators. Through web conferencing, higher learning institutions have the ability to capitalize on the available technologies to expand access to instructors online while also creating new experiences in the teaching and learning environment. The elimination of the need to travel for students’ field trips has also been realized due to technological advances, and virtual tours have replaced these trips. A descriptive approach is adopted for the study, and it relies on information from peer-reviewed journals. Drawing from the literature review, the study first identifies web-conferencing in various facets of education. Secondly, it discusses web-conferencing adoption and its influence on teaching and learning. Third, a discussion on the importance and benefits as well as disadvantages of web-conferencing is outlined. Fourth, the study exemplifies two web-conferencing platforms: Zoom and Google Meet. The study further discusses the future of adopting web-conferencing in education.

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“…Even though videoconferencing will never be as “rich” as in-person meetings, it is the communication channel which comes closest to personal meetings because of the many cues that are available. This leads to several advantages compared to other—less rich—ways of communicating: Turning on the webcam was found to increase creativity and perceived authenticity among the participants ( Olson et al, 2012 ) and participants experience a stronger connection and increased trust ( Larsen, 2015 ). Furthermore, attentiveness and engagement are higher in webcam-supported meetings, which in turn increase meeting effectiveness as soon as participants have become familiar with the technology ( Olson et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Social norms and webcam use in online meetings

Zabel

Navas²,

Otto³

2022

Front. Psychol.

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Face-to-face meetings are often preferred over other forms of communication because meeting in person provides the “richest” way to communicate. Face-to-face meetings are so rich because many ways of communicating (spoken language and nonverbal cues) are available to support mutual understanding. With the progress of digitization and driven by the need to reduce personal contact during the global pandemic, many face-to-face work meetings have been shifted to videoconferences. With webcams turned on, video calls come closest to the richness of face-to-face meetings. However, webcam use often remains voluntary, and some participants choose not to turn their cameras on. In order to find ways to support webcam use—when desired—we analyzed how social norms in groups affect the decision to activate a webcam in a specific meeting. Based on an online survey with N = 333 participants, we found that social norms are related to an individual’s decision to turn on the webcam, even when controlling for group size. If the number of participants with activated webcams in a university meeting increased by 25%, it was 5.92 times more likely that an individual decided to turn their webcam on, too. Furthermore, 81.84% of respondents indicated they would turn on their webcam if participants in a meeting were explicitly asked to do so. The results demonstrate a strong relation between social norms and the decision to activate a webcam in online meetings. They build a basis for enhancing webcam use and enable a greater richness of communication in online meetings.

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Videoconferencing in Business Meetings

Cited by 12 publications

References 34 publications

Virtually in this together – how web-conferencing systems enabled a new virtual togetherness during the COVID-19 crisis

Virtually in this together – how web-conferencing systems enabled a new virtual togetherness during the COVID-19 crisis

Why Web-Conferencing Matters: Rescuing Education in the Time of COVID-19 Pandemic Crisis

Social norms and webcam use in online meetings

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