IEEE Transactions on Professional Communication Sep 2010

Towards a Pedagogy of Relational Space and Trust: Analyzing Distributed Collaboration Using Discourse and Speech Act Analysis

Lisa D. McNair ; Marie C. Paretti ; Marcia Davitt Virginia Tech

Abstract

Distributed work is an increasingly common phenomenon in a number of technical and professional settings, and the complexity of this work requires high degrees of knowledge sharing and integration that move beyond assembly-line approaches to collaboration. Since participants in distributed-work settings rely almost exclusively on written and spoken language to mediate their collaborative relationships, professional communication faculty need educational approaches that empower students with language practices designed specifically to support effective teaming in these complex environments. To address this need, we employ discourse analysis and Speech Act Theory to identify these language practices in a case study of two cohorts of distributed, interdisciplinary, and cross-cultural student teams. The findings show correlations between language practices and successful collaboration. These correlations have significant implications for teaching and practice.

Journal
IEEE Transactions on Professional Communication
Published
2010-09-01
DOI
10.1109/tpc.2010.2052857
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Open Access
Closed
Topics
discourse analysis writing pedagogy teacher development collaborative writing professional writing qualitative research
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Citation Context

Cited by in this index (4)

  1. Markey (2025)
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  4. Fuller et al. (2012)
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  2. Sarker et al. (2005)
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    IEEE Transactions on Professional Communication
  3. Robert et al. (2005)
    Paradox of Richness: A Cognitive Model of Media Choice
    IEEE Transactions on Professional Communication
  4. Coppola et al. (2004)
    Building Trust in Virtual Teams
    IEEE Transactions on Professional Communication
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CrossRef global citation count: 15 View in citation network → Build reading path →

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