Virtual Interpersonal Communication:
Student Research Papers Morphed Into a WWW
Page Format
Introduction
"Communication focuses on the messages exchanged
between people and how those messages affect other aspects of their lives.
In interpersonal communication, we further limit this to focus our research
on how the messages people exchange affect the relationships between them"
(Petronio, Alberts, Hecht, Buley 3). Most relationships are not strictly
interpersonal or impersonal; they usually fall somewhere in between. Levels
of intimacy, commitment, trust, honesty, disclosure, acceptance and emotional
empathy vary and change within all relationships. A recent course in Fall
1997 taught by Schrader in Advanced Interpersonal Communication at Indiana
University - Purdue University at Indianapolis had students examine the
developmental process of interpersonal relationships by focusing on those
messages which lead to growth, maintenance, and termination of social encounters
and how computer mediated communication (CMC) influences these messages.
Computers have revolutionized communication. As Michel observes, "computers
and modems...have opened up new opportunities for communication between people
normally separated by distance and social norms" (1). New areas of communication
research are frequently emerging as a result of the adoption of innovative
technologies. One field of communication research that is becoming increasingly
important due to technological advances is that of CMC.
Chesebro and Bonsall suggest that "any form of human-computer interaction
can be seen as a form of communication, varying in degree to which the computer
or the user is in control" (qt. in Gibson et. al. 7). Bordia adds that CMC
includes "any means of communication which is mediated by a computer" (2).
Therefore, programming computers, using educational software, and playing
computer games can be part of the communication process (Gibson et al., 7).
CMC can include such innovations as electronic mail (email),
computer-conferencing and the Internet (Walther 52).
There are numerous theoretical perspectives and methodological techniques
available for examining interpersonal computer mediated dynamics. The Advanced
Interpersonal Communication course framed its exploration by examining
intercultural-interpersonal CMC. In other words, students were asked to conduct
original research in the area of how a cultural difference such as gender,
influences interpersonal computer mediated communication. It was assumed
that students would learn more about the subject matter if they reconstructed
their original research paper into a World Wide Web (WWW) site. The pedagogical
assumption of praxis was the driving force behind facilitating student learning
of the mechanical (e.g., learning html language) and social (e.g., rule
structures) cybercultures they were studying.
In this paper we provide a descriptive account of how students in an advanced
interpersonal communication course were instructed to reconstruct and/or
morph their paper copy of an original research paper into a WWW site. First,
course goals and objectives are outlined. Second, we illustrate course
expectations. Third, we report about four paper assignments which are
chronologically developed throughout the course in order to culminate in
a final presentation of an online original research paper by undergraduate
communication students. Finally, we address the utility of these assignments
and make future recommendations.
Class Objectives &
Goals
This course was taught in a lecture and discussion
format with an emphasis on in-class exercises and participation. The course
included outside work with a partner learning about the design, implementation
and criticism of emerging technologies and interpersonal encounters (e.g.,
levels of self-disclosure in on-line dating chat rooms). For many assignments,
students participated in small groups or dyads. It was assumed that students
needed to develop thesis ideas and begin to gather background information
about their subject matter on their own before collaborating with other class
members. Students were asked to first create individual writing assignments
which later in the course led to a balanced synthesis of ideas between equal
collaborators. This process of initial responsibility and ownership of work
leading into a forged partnership appeared to work well both mechanically,
in respects to shared writing, and socially, in regards to more equal decision
making on the final project.
Paper Assignments
In order to effectively reconstruct an original paper copy of a research
project into a world wide web site, students analyzed how CMC influences
interpersonal relations. The students began early in the semester developing
a thesis statement and/or research problem in a critical writing assignment
which was later used by many of them in their final research project.
Paper I: Criticism of Interpersonal CMC
The first assignment was a brief 4-5 page paper which included 3-4 written
academic sources. Students were asked to select academic journal articles
(not on-line) to critically review (original research or criticism). It was
suggested they choose interpersonal communication articles which focus on
interpersonal-intercultural relationships and emerging technologies. These
articles were to be message centered and focus primarily on the transactional
nature of communication within the interaction and not solely on the
medium/channel (e.g., the differentiation between face-to-face interpersonal
relationships versus electronic mail relationships between male and female
co-workers). After this assignment was completed, students were asked to
begin working on a brief research proposal which asked how emerging technologies
(e.g., CMC) influences intercultural-interpersonal communication.
Paper II: Research Proposal
This was an individually authored paper which examined the same research
problem selected with their partners for their final research project. Each
student choose a research partner and developed a research question which
focused on emerging technologies and intercultural-interpersonal communication.
They were then asked to develop an identical research problem statement.
It was stressed, however, that this paper was an individual effort,which
would result in a combined third paper (the completion of the research proposal).
This was a 10-12 page paper with a minimum of 10 cited sources; one source
needed to be an interview. They were asked to begin by locating a key article
about their subject matter before formulating their own research questions.
Students were to examine interpersonal relationships within the contexts
of race, ethnicity, gender, sexual orientation or any other category defendable
as culture. They were asked to combine this issue with emerging technologies
(e.g., Internet use and chat rooms, animation, graphics, real-time video,
real-time audio, videoconferencing) in order to develop a research
problem/question. Finally, students needed to choose a research question
that could best be addressed by using a case study approach and narrative
analysis as a method. This step was very important because we spent several
weeks in class learning one specific set of methodological tools. It was
assumed that undergraduate students with no formal methods training would
have an easier time trying to accomplish such a complex research proposal
if they all operated from the same set of methods taught in class. This teaching
procedure seemed to operate effectively in reducing student anxiety about
learning a new method in conjunction with all of their other tasks.
Students were next instructed to develop their papers by creating sections including the following information:
1. Create an Introduction (section)
2. Literature review (section) (you may use subheaders to divide important sections).
3. Methods (section)
4. Conclusion (section)
- a. Review main points.
- b. Develop a critical summation and intended/projected results
- when the study is completed.
5. Bibliography (MLA/APA) style
After the students received their individually graded and critiqued paper proposal they then began working with a partner on paper three.
Paper III: Research Paper
Students were next instructed to develop a 15-20 page paper with 20 sources.
They were asked to combine the two existing papers (research proposal papers)
into one introduction, literature review, and methods section following the
same guidelines outlined under paper two: research proposal. Then they were
to proceed in conducting research by following their methods procedure for
gathering data (through case study) and analysis (narrative analysis). After
they gathered and analyzed their data they were told to write it up in a
results and discussion section which took the following form:
Paper IV: Research Paper Morphed Into a WWW Site
Next students were asked to take paper three (research paper) and divide
it up into logical subsections to make it more readable. They began by sketching
a home page with a title, image, graphics and structure which oriented the
viewer through the on-line presentation. It was suggested that they remember
to consider the interactive nature of the medium. At the beginning of the
process many students began by summarizing each of their papers five major
sections (e.g., introduction, literature review, methods, results and
discussion). They also began to consider integrating necessary graphics,
animation, photos, wallpaper, directional links and other on-line items into
their work.
This on-line site included at least 10 external links, 5 internal links,
and 2 originally mediated links (photos, sound clips and/or animation they
created themselves). Before beginning to write html each student reviewed
class documentation and notes on web page design. Throughout the semester
class time was dedicated for learning effective techniques for Internet surfing,
learning html code, web page design and aesthetics, powerpoint and photoshop.
Each of these lessons took place in an interactive computer classroom
environment.
Before students began writing code they were asked to consider the following
issues:
Students were next asked be prepared to discuss the effectiveness and utility
of these reviewed sites in class.
Although the creative process of designing a web site is not always a highly
structured procedure the instructor found it useful to develop the following
set of guidelines and steps in order to assist the novice student in this
area:
1. First, develop a home page (first page seen by viewers)
2. Secondly, throughout the design of your site continue to consider:
3. Third, find 10 external related links (cool/hot sites) which are closely
connected to your topic either through the examination of your literature
review, methods
(case study or narrative analysis) or the actual issue being studied (e.g.,
examples of relevant chat rooms).
When you develop at least two originally mediated links (photos, video or
sound) make sure they are directly relevant to your site (review mapping
techniques if necessary). Also make sure no copyright law is being
violated.
Now review that all your steps (1-3) are in synch with each other and that
your viewers can easily and successfully maneuver through your site. Check
that all of your internal and external links operate effectively in a browser.
At this juncture they were done and the students had created a public hypertext
paper which fulfilled the course requirements and served others needs in
the cyberspace community. Lastly, students needed to begin structuring their
presentation of their on-line paper.
Presentation, Effectiveness, and Future
Suggestions
This was a 10-12 minute formal talk with 3-4 minutes allotted for questions
and answers. Students needed to demonstrate their research findings and WWW
application skills to their peers by developing a multi-media presentation
which centered on their web pages. They were asked to prepare for this
presentation by following a set of instructions.
1. Present an On line Research Paper to the class by explaining the
following:
a. Briefly discuss the background, key sections of the literature review, research problem, and how the methods section and analysis were
applied in this research.
b. Briefly cover the results.
c. Spend most of the time on the findings from the discussion section.(1). Explain the key parts of the study's findings and how it relates both to the population of people studied and the student audience at large.
2. Be creative in this oral presentation. This presentation should
be extemporaneous and interactive in nature.
a. Interactively take us through the web page.
b. Blocks of information which are large need to be better assembled into charts, graphs, or outlines.(1). This tabled information could be built into the web page or supplemented by overheads
(2). Use a Power Point or similar presentational software package
to structure the presentation and connect it to the WWW site.
3. Also use appropriate supplemental audio and or/visual aids to enhance the web page when appropriate.
4. Answer questions (3-4 minutes) from your audience in a professional
and informed manner.
"The Internet--the huge (2.2 million computers), global (135 countries),
rapidly growing (10-15% a month) network... has captured the American
imagination... People are increasingly building cyberspatial 'warehouses'
of data, knowledge, information and misinformation in digital form...People
are adding to cyberspace- creating it, defining it, expanding -- at a rate
that is already explosive and getting faster..." (Dyson, Gilder, Keyworth,
& Toffler 267).
In order for students first journeying out into cyberspace to understand
its complexity in sharing meaning, it is critical to emerse them into the
digital formatting of binary codes in html language which then leads to a
greater understanding of the vivid presentation of images, pictures, sounds
and text that make up a cybercommunity. The use of these sets of research
papers morphing into a WWW site affords students the opportunity to apply
theoretical mediated intercultural interpersonal communication concepts into
a individually meaningful skill based experience. Students found the task
at first daunting, overwhelming and some were even skeptical of their own
abilities. However, as each week progressed confidence increased, skills
were developed and due to a layering approach toward the final presentation
the students felt a unique sense of personal accomplishment. These students
not only learned about existing data, knowledge, information and misinformation
in cyberspace, but they also assisted in contributing to the very cyberculture
they observed and studied.
We would unquestionably recommend the overall process of this learning experience
for anyone interested in the application of one form of CMC to interpersonal
dynamics. However, a few future recommendations might make future journeys
along this path a little smoother than was experienced by this instructor.
First, we suggest building in as much time as the course will allow for class
time instruction regarding web page design. In developing these lesson plans,
consider outcome based assessment plans which have students working each
session toward a very targeted end product (e.g., a basic home page). This
formal structure assists students in interactively learning the material
while also feeling an immediate sense of accomplishment. Second, continuously
develop handouts or other lesson plan techniques which stress the integration
of course content to the design and implementation of the WWW site. Students
at this level require consistent feedback and assurance that they are effectively
integrating their research work into an interactive online format. Also,
try to provide previous examples when possible of other sites similar to
the project you are requesting. Lastly, it is critical in such a limited
amount of time during a normal 15-16 week semester to take certain short
cuts when teaching web page design. Teaching how to cut and paste html code
from other sites is a crucial skill. Also in learning how to use powerpoint,
students are able to see a series of wizards or template procedures for how
to create interactive presentations. This lesson is invaluable in trying
to teach web page aesthetics. It is essential that these short cuts be taught
in a supportive environment which explains that understanding the binary
coding system behind writing html is necessary in order fix any possible
problems generated by using temperamental software system.
Works Cited
Bordia, P. "Face-to-face versus computer-mediated communication: A
synthesis
of the experimental literature." The Journal of Business
Communication.
34. (1997): 99-119.
Dyson, E., Gilder, G., Keyworth, G., & Toffler, A. "Cyberspace
and the American
dream: A magna carta for the knowledge age (release 1.2, August 22,
1994). The Information Society. 12. (1996): 295-308.
Gibson, B. S., Jacobson, R. and Strate, L. (ed). Communication and
Cyberspace
Social Interaction in an Electronic Environment. Cresskill: Hampton,
1996.
Michel, K. "Conversation on-line: Girls' rapport talk and boys' report
talk." In
(ed). By Phillips, Y. F. Thinking: Working, Learning and Managing in a
Computer
Interactive Society. London: Praeger, 1992.
Petronio, S., Alberts, K. J., Hecht, L. M., Buley, J. Contemporary Perspective on Interpersonal Communication. Madison, Wisconsin: WCB Brown & Benchmark Publications, 1993.
Spears, R., & Lea, M. "Social influence and the influence of the
'social' in
computer-mediated communication." In (ed). By Lea, M. Contexts of
Computer-Mediated Communication. New York: Harvester, 1992.
Walther, J. "Interactive effects in computer-mediated interaction:
A relational
perspective." Communication Research 19 (1992): 52-90.
Stuart M. Schrader
Department of Communication Studies
307D Cavanaugh Hall
425 N. University Drive
Indianapolis, IN 46202
317.274.5068
sschrade@iupui.edu
&
Leonard Assante
Department of Communication
Volunteer State College
1480 Nashville Pike
Gallatin, TN 37066-1480
615.452.8600
lassante@vscc.cc.tn.us
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