[Effects of Electronic Communication and Telephonic Communication on Personal Communication Experiences]

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Effects of Electronic Communication and Telephonic Communication on Personal Communication Experiences

Mixed Method Report

Effects of Electronic Communication and Telephonic Communication on Personal Communication Experiences

What is the purpose of this report?

Literature Review

Rose noted that electronic communication may be convenient, but results in a lack of physical and other types of communication. The personal touch is lost with electronic communication. Without this personal touch, issues such as conflict can develop with electronic communication (Rose). Johnson (2002) illustrated that with electronic communication, a lack of audibility (intonation), co-presence (being in the same surrounding), co-temporality (receiving utterances as produced), simultaneity (send and receive messages at the same time) and sequentially (take turns communicating). Such factors may contribute to the preference of the user in relation to tone, content, and details transmitted (Johnson).

Rowe II (1999) stated, “Users of telecommunication systems have certain expectations about the capabilities the system will provide and the system operations” (p. 24). The author further noted the technologies which support telecommunications are changing rapidly. Advancements in microelectronics, transmission media technologies, and satellite communications have contributed largely to this change (Rowe II, p, 24).

Hypotheses

H1: People prefer telephonic communication to electronic communication based on personal experiences.

H0: People do not prefer telephonic communication to electronic communication based on personal experiences.

Sample and Demographics

Results showed that out of a total of 12 survey set out, only 10 replied; therefore the response to the survey was 83.33%. Out of 10 participants, seven were females and three were males, resulting in a gender percentage of 70% and 30% respectively (Figure 1) of this group, 50% were ages 30 to 40 years, 30% were of ages 41 to 51 years, and 20% were ages 52-62 years (Figure 2). In summary, most participants were female and ages 30 to 40 years with no participants younger than age 30 years and none older than 62. Out of the 50% age group 30 to 40, 40% were females.

The selection of respondents included a small sample of classmates excluding topic team members. The limited sample size may not be generalizable to a larger population for external validity purposes. Because of the small sample size, limited questions and time constraints the result may not be generalizable to a larger population (Black, 1999).

Figure 1: Demographics - Gender

Figure 2: Demographics - Age Groups

Research questions

A qualitative method measures variables in a manner accepted by the physical world. A quantitative method measures variables with techniques such as Likert scales (Black, 2009). Potential leadership behaviors such as effectual listening, social abilities, and ethics used during formative assessments inspire heightened achievement in the academic setting (Goleman, 2006). The research questions assisted in determining the effects of leadership skills, formative assessments, summative assessments, and rubrics with the achievement of learners. The following examination consists of the research questions and the results the study provided. The overarching research question is “What are the effects of electronic communication and telephonic communication on personal communication experiences?” Active respondents will provide reflections and responses in ...