Online interaction across three contexts: An analysis of culture and technological affordances | Culture and communication in digital worlds

Author(s): Todd L. Sandel, Richard Buttny, Mary Varghese

Year of publication: 2019

Keywords: Online interaction, Cultural differences, Self-disclosure, Communication technology, Relational affiliation

Methodology/Sample: Grounded theory/60 student papers

Reference: Sandel, T. L., Buttny, R., & Varghese, M. (2019). Online interaction across three contexts: an analysis of culture and technological affordances. Journal of Intercultural Communication Research, 48(1), 52-71. https://doi.org/10.1080/17475759.2018.1552616

Abstract

Students were linked virtually across three contexts: U.S., Malaysia, and China. Differences emerged in how student-created messages were constructed and interpreted; these impacted perceived relational affiliation. Messages constructed by students in Malaysia and China exhibited casual talk, greater self-disclosure, requests for personal information, and greater use of emoticons/emoji. Interactions were perceived as informal, friendly, and positive. U.S. students’ messages often showed institutional talk, less self-disclosure, and more attention to the instructor-assigned task. Asian-U.S. student pairs perceived their interactions as formal, less friendly, and less positive. This study shows how online technologies may be afforded and shaped by culture and interaction.

> Summary

The study examines virtual interactions among students from the U.S., Malaysia, and China, highlighting cultural differences in communication styles.
Malaysian and Chinese students exhibited casual talk, self-disclosure, and emoticon use, while U.S. students focused on institutional communication.
Most students perceived their interactions positively, but American students had more mixed or negative comments compared to their Asian counterparts.
The findings support social information processing theory, emphasizing emotion and relational closeness in computer-mediated communication.

> Problem statement

The paper discusses cultural misunderstandings in conversations between American and Asian students due to differing communication styles.
It highlights that Americans are often task-oriented, while Asians tend to focus on relational aspects.
The study reveals that students struggled to apply cultural concepts from readings to their interactions.
Limitations include a focus on initial exchanges without examining changes over time.
The findings suggest a need for better understanding of culturally related interactional patterns.
Overall, the research emphasizes the impact of cultural differences on perceived relational affiliation in online exchanges.

> Methods used

The study employed grounded theory to identify patterns of action and interaction among students.
Student response papers and saved messages were organized into ordered pairs for analysis.
A master document of over 350 pages was created to identify emergent themes and patterns.
Key message features included emoji use, response time, self-disclosure, and medium of interaction.
Excerpts from student reflections were analyzed to interpret interaction quality and emotional responses.
The analysis focused on qualitative patterns rather than numerical representation of comments.
The study examined how online technologies are shaped by cultural interactions.

> Practical implications

The study demonstrates using online technologies for global student assignments, enhancing personal interactions across cultures.
Findings reveal cultural differences in communication styles, impacting relational affiliation among students.
Educators can apply insights on culturally related interaction patterns to improve student exchanges.
Future research may explore how student relationships evolve over time in online interactions.