Written Communication Jan 2001

Comparing E-Mail and Synchronous Conferencing in Online Peer Response

LEE HONEYCUTT

Abstract

This article details study results comparing e-mail and synchronous conferencing as vehicles for online peer response. The study draws on Clark and Brennan's theory of communicative “grounding,” which predicts that participants use different techniques for achieving mutual knowledge depending on the type of media being used. Content analysis of transcripts from both types of response sessions showed that when using e-mail, students made significantly greater reference to documents, their contents, and rhetorical contexts than when using synchronous conferencing. Students made greater reference to both writing and response tasks using synchronous chats than when using e-mail. Students' individual media preferences showed no significant differences in terms of message formulation, reception, and usefulness of comments in aiding revision. However, in a forced comparison scale, students rated e-mail more serious and helpful than chats, which were then rated more playful than e-mail. Implications of the study's results and areas for future research are also discussed.

Journal
Written Communication
Published
2001-01-01
DOI
10.1177/0741088301018001002
CompPile
Open Access
Closed
Topics
rhetorical criticism revision digital rhetoric
Export
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Citation Context

Cited by in this index (4)

  1. Baker et al. (2021)
    Feature: Transforming the Feedback Paradigm: A Qualitative Study Examining a St…
    Teaching English in the Two-Year College
  2. Carlson et al. (2008)
    Using Computer-Mediated Peer Review in an Engineering Design Course
    IEEE Transactions on Professional Communication
  3. Guardado et al. (2007)
    ESL students’ experiences of online peer feedback
    Computers and Composition
  4. Wolfe (2002)
    Annotation technologies: A software and research review
    Computers and Composition

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CrossRef global citation count: 38 View in citation network → Build reading path →

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