Tracy Russo

The cocial construction of mobile telephony: an application of the social influence model to perceptions and uses of mobile phones within personal communication networks

The purpose of this study was to test the argument that perceptions and uses of mobile phones are socially constructed in close personal networks. The study hypothesized that, through collective sense making, perceptions and uses of mobile phones would be more similar within 45 personal communication networks than for the entire sample of 194 individuals. Findings from a self-report survey reveal that several factors were significantly more similar within the networks than for individuals throughout the sample, including perceptions of the handset as a means of display, use for safety and security, attitudes about use in public, microcoordination, hypercoordination, and comfort with technology. Interviews were conducted to explore how perceptions and uses were shaped through relationships and interactions situated in social context. The interview data illuminate how social interaction contributed to perceptions and uses in four key areas: mobile phone adoption, attitudes about products and services, perceptions of non-normative use, and collective use. Results of the study serve as evidence supporting the argument that perceptions and uses of communication technologies are, at least in part, constructed socially among close personal contacts. This study demonstrates why it is important for researchers to consider social contacts and social contexts when examining the implications of communication technologies.

Prestige, Centrality, and Learning: A Social Network Analysis of an Online Class

This study explored relations between social network characteristics in an online graduate class and two learning outcomes: affective and cognitive learning. The social network analysis data were compiled by entering the number of one-to-one postings sent by each student to each other student in a course web site discussion space into a specially designed spreadsheet. Regression analysis revealed that both network prestige and network centrality were robust predictors of cognitive learning outcomes. Self-reported affective learning, however, was not related to network factors. Results illustrate the utility of social network analysis in understanding interaction and learning outcomes in online classes.

Diffusion theory and telemedicine adoption by kansas health-care providers : critical factors in telemedicine adoption for improved patient access

Twenty counties in Kansas were randomly selected from those designated as rural on the basis of their populations. A sample of 356 physicians and physicians’ assistants in these counties was chosen. A postal survey was sent to the identified providers up to three times. One hundred and eighty-six of the questionnaires were returned (a response rate of 52%). In all, 76% of the respondents were physicians, 76% were men and 42% were family practitioners. Practitioners were classified as adopters or non-adopters of telemedicine, based on their report of whether they had ever referred one or more patients for a health-care consultation via telemedicine. Of the 167 participants who marked this item, 30 (18%) were adopters and 1 37 (82%) were non-adopters. Among the adopters, 16 (53%) said that they expected to use telemedicine with about the same frequency or more often in the future. In contrast, 61 (45%) non-adopters reported that they did not expect to refer patients by telemedicine in the future and 51 (37%) were unsure. Neither age (r=0.16, P = 0.44) nor gender (χ2 = 2.35, P = 0.1 3) was related to the adoption variable or the number of referrals made to telemedicine clinics. The results suggest that adopters and non-adopters of telemedicine perceive its value very differently, and that an opportunity exists to promote the concept to non-adopters more effectively.

Influences of Sources of Communication on Adoption of a Communication Technology

This study examined the influence of sources of information on end users’ decision to adopt an innovation. The study used an on-line survey to collect data regarding respondents’ perceptions of structured implementation activities and other sources of influence on their reported adoption of Microsoft Outlook at a large, Midwestern university. The research questions were based on Rogers’ model of the diffusion of innovations, and the work of Fulk, Lewis and Seibold, and Weenig on the influences of information sources on adoption of innovations. Results showed that respondents who were exposed to information from informal channels and structured implementation activities (e.g., informational meetings conducted at the unit level) were significantly different from those who received no information through these channels. Perceptions of quantity or quality of information received through informal and official channels were not significantly correlated with adoption. The results indicate that the implementation of Outlook was not viewed as a major event in the life of the organization, and suggest that diffusion of technological innovations may be different from diffusion on non-technological innovations.

Relational Communication Behaviors and Related Outcomes in an Online Class

This study investigated how in one graduate genetics class, verbal/textual cues of relational communication were related to perceptions of presence, student performance, and student satisfaction with their learning. Data were gathered from subthread posts to the class discussion site, student responses to a summative survey, and instructor evaluation of performance. Results of the study indicated a statistically significant regression relationship between frequency of textual relational cue use in subthread postings and performance in the class. There was no significant relationship between cue use and perceptions of presence of the other students, of the instructor, or of selfassessed presence. Similarly, there was no significant relationship between cue use and student satisfaction with their learning. This pilot study demonstrates the presence and importance of textual relational cues and argues for extension and replication of the examination of the ir role in signaling relationship and engagement in online classes.