Supporting Distributed Relationships:A study of relations and media use over time

Caroline HaythornthwaiteGraduate School of Library and Information Science

University of Illinois at Urbana-Champaign

haythorn@uiuc.edu

IBICT, June 2009

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

In-Depth Study of Two Distributed E-Learning Classes

Who talks to whom, about what, and via which media? How does the configuration of work requirements and

media use affect who talks to whom, about what, and via which media?

How does this configuration affect interactions among members of such groups?

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Distributed Environment

Distance Program Master’s program for online learners Initial face-to-face 2-week “boot camp” All other courses completed at a distance Students at a distance from campus and each other

Internet-based instruction and interaction Lectures: Real-Audio and Chat Homework & Assignments: Discussion Boards, Web

Pages, Email Group-wide communication: Discussion Boards, Chat Person-to-person communication: Chat whispers,

Email, Phone

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Data Collection

Each month for three months, members of two classes were asked:

How often, over the last month, did you 1. Collaborate on class work2. Exchange information or advice about class work3. Socialize4. Exchange emotional support

With each other member of the class and via each of the available media Chat, Webboard, Email, Phone

At end of semester, also collected data on friendship Friend (Close Friend, Friend) or Non-Friend (someone they

worked with only, or just another member of the class) Data were collected by phone. A student research assistant

called each person and asked them the questions.

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Different Class Structures

Class F97 Live lecture with Chat weekly Bulletin board postings required weekly Grading based on Group projects 14 members (13 participants)

Class F98 Live lecture with Chat weekly Bulletin board -- used early but abandoned Weekly exercises with different pairs of students

responsible for discussion each week Grading based on Individual projects 19 members (15 participants)

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Social Networks Basics

Actors Nodes in the network Interact and maintain

relations with each otherRelations Lines in the network Connect actors in specific

kinds of interactionTies Lines between actors Ties exist between actors

who are connected by one or more relations

Networks Whole configuration of ties

and actors

Configurations of discussion board conversations in two online classes 2001 and 2002

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Analysis

Social network analysis used to examine: The size of the personal networks in these classes

How many people a class member reports interacting with overall, and about each kind of relation

How media were used to maintain social network ties How friendship affected media use Changes over time

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Friendship effects

Friends talk to each other more frequently, about more types of things (relations), and via more media

Regression analysis shows frequency of communication (log) is positively associated with the number of relations maintained and the number of media used in both classes.

N Frequency Relations MediaF97 Non-Friends 95 41.1 3.03 2.36

Friends 49 77.1 3.45 2.82----------------------------------------------------

F98 Non-Friends 184 20.0 3.27 1.59Friends 19 92.2 3.95 2.95

(N is the number of pairs)(Frequency of 60 is approximately once a day over the semester)

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Average number of people students report talking to (their personal network size) and

Mean frequency of communication by relation.Note: Friends communicate more about everything.

1

3

7

6

4

4

77

0

2

4

6

8

1 0

1 2

C W E I S O E S C W E I S O E S

F 9 7 F 9 8

0

5

1 0

1 5

2 0

2 5

3 0

3 5

4 0

4

4

3

3

4

2

1

3

Yellow & Diamond=Non-Friends; White & Square=Friends

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Average personal network size and Mean frequency of communication by medium

Note: High email use by friends

6

7

3

1 2

9

1 0

9

0

2

4

6

8

1 0

1 2

1 4

I R C W e b b r d E m a i l P h o n e I R C W e b b r d E m a i l P h o n e

F 9 7 F 9 8

0

1 0

2 0

3 0

4 0

5 0

6 0

7 0

3

4

2

1

1

1

1

1

Bottom & Diamond=Non-Friends; Top & Square=Friends

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Differentiation between Weak and Strong Ties

Number of relations maintained and number of media used increases with increasing frequency of communication “Media multiplexity”

Media use conforms to a unidimensional scale (Guttman scaling) (1) Chat + (2) Discussion + (3) Email + (4) Phone Weaker ties (low frequency of communication)

Use only the media required for class: Chat and Discussion Boards

Stronger ties (high frequencey of communication) Use class media + optional media: Email, Phone

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Changes Over Time: Relations

In the first month, those who work together are those who socialize together This suggests socializing as pre-requisite or co-requisite for

work relations From the first to the second month, network sizes and

range of relations increased From the second to the third month, network sizes and

range of relations decreased This suggests a wider circulation of ideas, information, etc.

during the second month Over time, individuals engaged with fewer people

with whom they maintained more relations, i.e., with stronger ties F97: narrow to strong work relations F98: narrow to those with whom they socialize

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Dual Pattern of Media Use

Unidimensional scale showed that Required media connect weak ties Optional media were added by those with stronger

work or social ties This shows

(1) the type of medium selected by the instructor as the required class medium has an effect on who talks to whom via which media

(2) the type of tasks selected by the instructor as the required class tasks has an effect on who maintains strong ties with whom, and thus also who talks to whom via which media

Let’s look at some pictures …

F97: Collaborative work via IRC and Email by Time

Chat

Email

Group projects; Webboard also used for discussion, connected all to all.

Month 1 Month 2 Month 3

F98: All communications, IRC and Email by Time

Chat

Email

No group project; Rotating pairs for presentations; Webboard use started but abandoned in this class; it connected very few after abandonment

Month 1 Month 2 Month 3

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Differences due to Class Structures

Class F97 Semester-long projects created a focus on work-oriented

relationships and thus increased the importance of work ties Interactions, including socializing, became highly organized

around project team members Class F98

Changing pairs of presenters did not provide an enduring basis for work-oriented relationships and individuals fell back on social ties

Relationships become those associated with socializing, built on non-work ties

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Conclusions

Different organizational mandates lead to the formation of Different bases for relationships (e.g., work or social) Different social structures Different media use

Two patterns of interaction for groups … Class-wide exchange of information Task-focused work completion

And two patterns of media use Low frequency, group-wide exchanges with the class as a

whole, supported through group-mandated media Higher frequency, close-tie exchanges with team members

and friends, supported through group media plus optional media

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Recommendations

Awareness of dual demands for support of weak and strong tie exchanges weak tie contact for exposure to new information, and new

others with whom stronger relationships may be built strong tie contact for completion of tasks, help in a crisis,

interpersonal support Recognition of the impact of group-mandated means of

communication on group structures creates a latent tie infrastructure through which weak ties

can be initiated forms group media use structures

Recognition of the impact of group-mandated forms of interaction on group structures organizational decisions also lay the groundwork for latent

and weak tie formation

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

Recommendations

Provide a variety of means and opportunities for

communication, including means for group-wide, public communication person-to-person, private communication

technical, social and organizational interventions that promote group-wide sharing of information and resources the growth of weak ties into stronger, self-

sustaining ties

Th

e S

oci

al In

form

atic

s o

f Ele

arn

ing

References

Haythornthwaite, C. (2003). Supporting distributed relationships: Social networks of relations and media use over time. Electronic Journal of Communication, 13(1). http://www.cios.org/getfile/haythorn_v13n1

Haythornthwaite, C. (2001). Exploring multiplexity: Social network structures in a computer-supported distance learning class. The Information Society, 17(3), 211-226.

Haythornthwaite, C. (2000). Online personal networks: Size, composition and media use among distance learners. New Media and Society, 2(2), 195-226.