Ulla Bunz

The Computer-Email-Web (CEW) Fluency Scale-Development and Validation

The purpose of this research was to develop an instrument to assess peoples fluency with the computer, e-mail, and the Web (CEW fluency). Such an instrument, tapping into digital divides, could fill the existing void that exists between previously developed computer literacy or experience scales and the ever faster development of Internet technology. The research was conducted in 2 stages. The first study (N = 284) tested 52 Internet fluency items. A principle component factor analysis with varimax rotation resulted in 21 remaining items in 4 constructs: computer fluency (α = .85), e-mail fluency (α = .89), Web navigation (α = .84), and Web editing (α = .82). The 4-factor solution accounted for more than 67% of the total variance. Correlation analysis showed that there was no multicolinearity of items. The second study (N = 143) aimed at testing the CEW Fluency Scale for reliability and validity. Participants completed a 77-item questionnaire containing the CEW Fluency Scale, the Computer Use Scale (Panero, Lane, & Napier, 1997), items from the Georgia Tech WWW survey (GVU, 1998), and demographic items. The 4 constructs of the CEW Fluency Scale held up in the reliability analysis, as Cronbachs alphas were as follows: computer fluency (α = .72), e-mail fluency (α = .75), Web navigation (α = .64), and Web editing (α = .79). Correlation analysis showed that comfort with the computer or the Internet, or satisfaction with ones skills, correlated highly with the CEW fluency items. Regression analysis revealed that duration of Internet usage and level of expertise as defined by the Georgia Tech WWW survey were the strongest predictors of CEW fluency, R = .614, adjusted R² = .368, F(2, 131) = 39.643, p < .001. Overall, preliminary support for the scales reliability and validity was found.

Perceived versus actual computer-email-web fluency

The purpose of this study was to compare peoples perception of their computer-email-web (CEW) fluency to their actual abilities performing related tasks. A total of 61 subjects (51% female, mean age 19) participated in the research sessions. Participants completed the CEW fluency scale [Bunz, U. (2004). The computer-email-web (CEW) fluency scale - Development and validation. International Journal of Human-Computer Interaction, 17(4), 477-504.], the computer anxiety ratings scale [Heinssen, R. K., Glass, C. R., & Knight L. A. (1987). Assessing computer anxiety: Development and validation of the computer anxiety rating scale. Computers in Human Behavior, 3, 49-59.], and an applied protocol developed for this study. Results show that the less computer anxiety subjects reported, the higher they perceived their CEW fluency to be (p=.001), but there was no significant relationship between computer anxiety and actual fluency (p=.12). There was no gender difference as to actual CEW fluency (p=.11), but women perceived their fluency lower than did men (p=.012). Overall results validate the robustness of the CEW fluency scale, help identify CEW fluency as a digital divide component, and underscore the importance of initiatives to raise womens technological self-confidence.

Politeness Accommodation in Electronic Mail

Email has become a common form of interaction between both individuals and groups in the online environment. Based on Buzzanell et al.’s (1996) research of politeness accommodation with telephone messages, this study has investigated politeness accommodation in email. Response rate was high at 81 % (n=121). Results indicated that subjects accommodated to verbal markers in the body of a message, and to greetings. Responses to those email messages that included either verbal politeness cues or structural politeness cues were significantly more polite than responses to those email messages that did not include such cues. This research provides a foundation for explaining issues of relationship forming, communication accommodation in an electronic environment, and discourse analysis in online interaction.

The Rules of Virtual Groups

Concerns about virtual groups include how members develop trust and liking for partners. Previous studies have explored behavioral variables leading to subjectively-experienced trust and/or liking, or trusting behaviors that are associated with group productivity. Drawing on practices described elsewhere and deriving principles from social information processing theory of computer-mediated communication, this research identified a set of communication rules for virtual groups. A quasi-experimental procedure promoted variance in rule following behavior, allowing assessment of rules in an inter-university course. Six rules were assessed through self-reported measures, and results reveal correlations between each rule and trust and liking. Less consistent are the relationships between rule-following and actual performance. Results suggest that either a powerful set of rules has been identified, or that rule-following per se reduces uncertainty and enhances trust in distributed work teams.

Using scantron versus an audience response system for survey research: Does methodology matter when measuring computer-mediated communication competence?

Abstract The purpose of this study was to investigate whether results of the computer-mediated communication (CMC) competency scale differ depending on the survey instrument used. Data were collected from 173 undergraduate students (53% female; average age 20). Of these, 96 subjects completed the questionnaire using scantron sheets, while 77 subjects used an audience response system called Classroom Performance System (CPS). All subjects completed a second questionnaire using paper-and-pencil to evaluate their experience with either the scantron sheets or the CPS. t -Test results show that using the CPS is more fun for participants ( p p =.806); and does not make a difference with regard to experienced time pressure ( p =.425). Subjects have higher doubts about the validity of their recorded answers ( p =.007) when using the CPS. Regression analysis shows that in two out of 12 constructs of the CMC competency scale, scoring was influenced by using a technological data collection method. The two constructs were “message factors” ( p =.002) and “medium factors” ( p =.002). Overall, results support the use of the CPS as an alternative to scantron sheets for measuring CMC competence.

Learning excellence: Southwest Airlines’ approach

In an era in which adapting to change means survival, it is important to study what successful organizations have done. While the airline industry in the USA has not made thriving financial headlines, one small company has been able to satisfy its customers completely and achieve a place among the Fortune 500 in a relatively short period of time. In three steps, this article examines what Southwest Airlines has done to reach this level of achievement and maintain its excellent employee and customer relations. First, the company is defined as “excellent” according to the criteria established by Peters and Waterman. Second, management‐employee relations, organizational training and strong leadership are identified as the sources of employee motivation. Third, loss of strong leadership and organizational structure are discussed as possible future problems influencing motivation and service. The article closes by pointing to Southwest Airline’s concept of service as the true source of motivation and excellence.

Reviewing Organizational Communication Concepts with the Movie Office Space

Objective: To conduct a review of organizational communication concepts in an applied context that students identify with and enjoy Course: Organizational Communication

The Word of Mouse on Internet Research

Consalvo, M., Baym, N., Hunsinger, J., Bruhn Jensen, K., Logie, J., Murero, M., & Regan Shade, L. (Eds.). (2004). Internet research annual. Selected papers from the Association of Internet Researchers conferences, 2000-2002. Volume 1. New York: Peter Lang. viii þ283 pp. ISBN: 0820468401.

The Rules of Virtual Groups: Trust, Liking, and Performance in Computer-Mediated Communication

29.95 (paper). Dodge, M., & Kitchin, R. (2001) Mapping cyberspace. London: Routledge. xii þ260 pp. ISBN: 0415198844.

Evaluating a Wireless Course Feedback System: The Role of Demographics, Expertise, Fluency, Competency, and Usage

42.95 (paper).