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Oregon Graduate Institute reports a laboratory experiment that compared three different communications modalities (face‐to‐face, audio‐only, and audio and video) across two co‐operative tasks, which can be characterized as visual and non‐visual. In each task, effectiveness varied as a significant function of modality. However, the directions of these functions were opposite. That is, for the visual task conversants were more effective in the face‐to‐face and audio and video modalities than in the audio‐only modality; for the non‐visual task, conversants were more effective in the audio‐only modality than in the face‐to‐face modality. Additional analysis of the non‐visual tasks suggests that modality affects the extent to which asymmetry of knowledge results in asymmetry of influence between conversants.

Many individuals who have no or limited experience of using electronic communication technologies (ECTs), e.g. telephone, fax, voice, and e‐mail are concerned that media like e‐mail are a limited, if not poor, way of communicating, and that they cannot replace face‐to‐face communication. Reports on research examining how relatively sophisticated ECT users use ECTs to communicate, and how electronic communication may affect face‐to‐face communication. Finds that ECTs are most effective in the administrative stages of a project rather than in the initial conceptualizing stages or final project wrap up and is the primary form of communication between co‐workers. Discusses the implications for workplace strategies that involve remote work.

Looks at new communications technologies, such as videoconferencing systems, which have enabled the creation of “virtual organizations” and “virtual teams”. Investigates the hypotheses that both “social presence” and “media richness” associated with a communication medium used to support geographically‐dispersed software development teams, will have a significant impact on team productivity, perceived interaction quality, and group process satisfaction. Results supported the predicted superiority of the face‐to‐face setting over the videoconferencing setting with regard to team productivity. They also indicated that a communication medium characterized as high in both “media richness” and “social presence” can engender a greater sense of interaction quality. There were no significant differences between the face‐to‐face and videoconferencing settings for group process satisfaction.

Current drivers in higher education have led to the questioning of traditional placement support methods. Within many programmes, students undertaking practice-based learning experience structured, one-to-one support from an academic in the placement location. With the financial and environmental implications of this practice, the potential for using video-based communications as a replacement for face-to-face dialogue was explored. The paper aims to discuss the above issues.

Three phases of an action research cycle were undertaken; working with students to explore the logistics of implementation, fitness for purpose of the medium and fundamental differences between video and face-to-face dialogue.

The results from the three phases demonstrated the complexity of video-based communications for placement support. In conclusion, widespread implementation of this medium requires greater consideration and understanding of a wide range of theoretical stand points, and an emphasis on the principles of individualised learning. However, the tensions between individual learning need and mass-delivered curriculum are recognised.

Requests for practical guidance on the implementation of this technology in this context, have directed the development of guidelines underpinned by the findings from this study. Whilst undertaken primarily within physiotherapy, placement-based learning is common to a wide range of subjects. In addition, with increases in international student numbers, support from a distance may necessitate the use of video-based communications. The developed guidelines are not prescriptive, but aim to provide a starting point for both the uninitiated and those moving from personal use of technology to application in academia.

The purpose of this paper is to provide an understanding of process improvement team member perceptions regarding the effectiveness of asynchronous e‐collaboration.

A field‐based, two‐phase canonical action research study was conducted at two different sites. Data were obtained from observations and interviews of all team members. Media synchronicity theory was utilized to hypothesize the interplay of media capabilities, task communication processes, and team functions.

Eight primarily virtual teams solved complex problems and provided feedback on the effectiveness of various communications media. The results support media synchronicity theory.

Media synchronicity theory provides an alternative explanation for studies both supporting and contradicting media richness theory. The teams in this study were newly formed. Further investigation of established teams and other contexts is warranted.

For complex problem‐solving tasks performed by newly formed teams, communications media with low synchronicity (e.g. listserv, e‐mail, bulletin board) may be appropriate for conveyance of information; whereas media with high synchronicity (e.g. face‐to‐face, telephone) may be more desirable for convergence on shared meaning.

As geographic, temporal, and cost constraints move organizations toward virtual team work for increasingly complex tasks, research is warranted on effective utilization of available communication technology for solving business problems without face‐to‐face communication. This research paper examines the issue through an emerging theoretical lens, media synchronicity theory, and suggests a new proposition.

The purpose of this paper is to explore the impact of small business managers ' objectives and preferred methods of communicating on the communications aspect of accountants ' advisory relationship with small business. Through exploring and reporting on these issues, the paper seeks to contribute to understanding of accounting ' s capacity to satisfy the communication needs of its users.

The study employs a mixed methodology, comprising a questionnaire to access evidence from small business managers and semi-structured interviews with accountants, which provide a complementary perspective to accountant/small business communications. The analysis of the findings is informed by media richness theory.

Small business managers prefer direct forms of contact with their accountants and the richness of verbal communications. This is demonstrated in accountants ' use of visual and audio cues, including reinforcing and adjusting techniques, which enhance the appeal and utility of verbal communications. Accountants ' documents have been relegated to a supplementary reinforcing function in the profession ' s communications with small business. Small firm managers ' objectives influence their interest in and use of accounting information and the communications approach that their accountant implements. The findings indicate that accountants adopt communications approaches with small business managers, which satisfy the communication needs of the economically significant small business sector, a significant user of accounting information and services.

The paper contributes to redressing a gap in the accounting discipline ' s literature regarding accountants ' communications with small business, while offering insights that may be useful to practitioners in their advisory relationships with small business managers.

Are virtual teams an adequate alternative for co‐located (face‐to‐face) teams in case of complex, equivocal relations? Business scientists are predominantly pessimistic. They argue that “rich” media – those that transmit higher levels of nonverbal cues – are necessary in these circumstances. In this paper a less pessimistic answer is formulated. Starting from the distinction between the report and command aspect of communication, it is argued that a better understanding of both aspects enables the researcher/adviser to change organizations (e.g. by replacing two‐way “monologue” by dialogue and creating trust between parties) in such a way that new and divergent demands on communication emerge. This possibly allows us to drop the demanding face‐to‐face demands threatening the success of network organizations in general and virtual teams in particular.

The emerging literature on computer-mediated communication at the study lacks depth in terms of elucidating the consequences of the effects of incivility on employees. This study aims to compare face-to-face incivility with incivility encountered via e-mail on both task performance and performance evaluation.

In two experimental studies, the authors test whether exposure to incivility via e-mail reduces individual task performance beyond that of face-to-face incivility and weather exposure to that incivility results in lower performance evaluations for third-parties.

The authors show that being exposed to cyber incivility does decrease performance on a subsequent task. The authors also find that exposure to rudeness, both face-to-face and via e-mail, is contagious and results in lower performance evaluation scores for an uninvolved third party.

This research comprises an empirically grounded study of incivility in the context of e-mail at study, highlights distinctions between it and face-to-face rudeness and reveals the potential risks that cyber incivility poses for employees.

This study explores the impact of virtual classrooms as an emerging classroom typology in comparison to the physical classrooms in the design process. Two case studies were held in order to infer design students' classroom preferences in the project lifecycle. The findings put forth figures that compare two forms of design communication in the two classroom types in terms of their contribution to design development. Although the students acknowledged many advantages of web-based communication in the virtual classroom, they indicated that they are unwilling to let go off face-to-face encounters with the instructors and fellow students in the physical classroom. It is asserted that the future design studio will be an integrated learning environment where both physical and virtual encounters will be presented to the student. Utilizing the positive aspects of both communication techniques, a hybrid setting for the design studio is introduced, comprising the physical classroom as well as the virtual one. The proposed use for the hybrid setting is grouped under 3 phases according to the stage of the design process; as the initial, development and final phases. Within this framework, it is inferred that the design studio of the future will be an integrated form of space, where the physical meets the virtual.

Our need to understand the impact of communication media on negotiation is growing as technological advances offer negotiators more communication options. As access to technologies such as computer chat and videoconferencing increases, negotiators are choosing to use or to avoid these media without knowing the impact of their choices on negotiations. This research assesses objective and subjective negotiation outcomes, such as profit and outcome satisfaction, across four communication media with varying levels of media richness (face‐to‐face, videoconference, telephone, and computer‐mediated communication). A conceptual framework is offered to illustrate how media richness impacts objective and subjective outcomes. Results suggest that media richness affects required bargaining time, outcome satisfaction and the desire for future negotiation interaction. Thus, the communication media for negotiations should be chosen with care.