COM 315 Final Project Guidelines And Rubric Overview

Com 315 Final Project Guidelines and Rubric Overview This course addresses

This course addresses foundational interpersonal theories and concepts in the context of computer-mediated, contemporary relationships and the practical application of these theories and concepts in relational strategies. Understanding how communication technologies are used to initiate, develop, maintain, and sometimes dissolve various social relationships is key in developing effective communication practices in the digital age. Such understanding will enable you to be more mindful in the design, development, and dissemination of communication messages in your professional life and become a more informed and effective communicator in your personal life.

In this assessment, you will analyze an interpersonal relationship of your choice in which you use communication technology. You will assess the role of communication technology in your life, evaluate relevant communication theories and concepts, and identify key strategies in applying these theories and concepts in a real-world setting. For example, if you are in a long-distance relationship, what theories or concepts might you apply in your relationship strategies? This assessment addresses specific course outcomes involving appraising personal attitudes, applying interpersonal communication theories, analyzing information exchange complexities, and evaluating communication technologies’ implications.

Paper For Above instruction

The focus of this paper is to critically analyze a personal relationship mediated through communication technology, evaluating how digital communication shapes and influences the dynamics of that relationship. The reflection begins with a self-assessment of prior attitudes, beliefs, and values regarding communication technology and how these have impacted various stages of relationships, including initiation, development, maintenance, and possible dissolution.

Initially, I perceived communication technology as primarily a convenient tool for maintaining relationships over distances, often assuming it enhanced communication effectiveness. However, through introspective evaluation, I recognize that my attitudes were initially influenced by a mix of optimism about technological connectivity and concerns about authenticity and misunderstandings. For instance, I believed that texts and social media could bridge gaps but sometimes led to miscommunications, especially when tone or intent was misunderstood. Over time, I realized that while technology facilitates easier connection, it can also hinder genuine interaction if not managed mindfully, impacting the depth and quality of relationships.

This self-assessment underscores that communication technologies have both fortified and challenged my personal relationships, making me more critically aware of their role in both fostering intimacy and contributing to misunderstandings. The impact has been nuanced; at times, these tools have enhanced engagement, but at others, they created distance or ambiguity. The realization prompted me to explore how theory can inform more effective use of such technologies.

Analysis of a Key Relationship

The selected relationship for this analysis is with my long-distance partner, with whom I rely heavily on digital communication for daily interaction. This choice is strategic because long-distance relationships are inherently complex and highly sensitive to communication practices. Understanding how theoretical concepts apply can improve our relational outcomes and inform strategies for more effective communication. This relationship is ripe for applying interpersonal and communication theories because of recurring misunderstandings and the need for trust and emotional expression across mediated channels.

Two relevant theories inform my understanding of this relationship: the Social Information Processing Theory (Walther, 1992) and Media Richness Theory (Daft & Lengel, 1986). The Social Information Processing Theory suggests that electronic communication can develop relational intimacy given sufficient time and message exchange, emphasizing the importance of cues and context. In contrast, Media Richness Theory posits that communication effectiveness depends on a channel's capacity to convey rich information—face-to-face being the richest, and text-based media being less so. Comparing these, I understand that while richness in media can facilitate more immediate and nuanced understanding, reliance solely on low-richness media may hinder emotional depth.

In practice, I have found that video calls and voice messages tend to foster better understanding and emotional closeness, aligning with Media Richness Theory. Conversely, texting sometimes leads to ambiguity or misinterpretation, aligning with the theory's critique of leaner media. These insights help me recognize the importance of selecting appropriate channels based on context and relational needs.

Evaluation of Communication Technology Use

My use of communication technology in this relationship has been generally successful when I employ richer media for critical or emotionally charged interactions. For example, discussing disagreements or expressing gratitude face-to-face via video calls has yielded positive emotional exchanges. Conversely, over-reliance on SMS for significant conversations has sometimes resulted in misunderstandings or perceived coldness. This pattern aligns with the Media Richness Theory's assertion that the choice of channel influences relational outcomes.

Instances of miscommunication via text messaging, such as misreading sarcasm or missing emotional cues, demonstrate the limitations of lower-richness media. When these occur, I notice increased frustration or emotional distance, emphasizing the importance of aligning media choice with communication goals and emotional sensitivity.

Complexity of Information Exchange

The digital nature of our communication adds layers of complexity to information exchange, including issues of authenticity, immediacy, and permanence. Theories like the Hyperpersonal Model (Walther, 1996) suggest that mediated communication can sometimes lead to idealized perceptions or over time, more genuine connections as feedback and self-disclosure accumulate. However, the absence of nonverbal cues complicates accurate interpretation, often requiring additional effort to clarify intent.

Examples include instances where delayed responses or ambiguous messages led to feelings of neglect or suspicion, illustrating how information exchange in digital contexts is less straightforward and demands higher levels of intentionality and communication competence.

Proposed Applications and Strategies

Based on this analysis, I propose deliberate channel selection tailored to the communicated content. For emotionally significant or nuanced discussions, I will prioritize video calls or voice messages, supporting the Social Information Processing Theory's emphasis on richer channels for intimacy. Conversely, for routine updates, text messages may suffice, enhancing efficiency without sacrificing clarity.

To avoid detrimental effects, I will recognize situations where digital communication might be inappropriate, such as resolving conflicts or discussing sensitive topics, preferring face-to-face or voice communication to mitigate misunderstandings. This approach draws from Media Richness Theory, acknowledging the need for adequate cues in effective communication.

Strategies to improve communication include establishing regular video check-ins, explicitly stating intentions to minimize misinterpretation, and practicing active listening and validation. These strategies are grounded in interpersonal communication principles like the Relational Dialectics Theory (Baxter & Montgomery, 1996), emphasizing openness and understanding.

These protocols could also benefit other relationships, fostering clarity and emotional connection across diverse social contexts, aligning with the notion that channel appropriateness and strategic communication enhance relational resilience.

Conclusion

Initially, I believed that communication technology universally enhanced relationships and bridging physical distance. Since engaging with course concepts and reflecting critically, my attitudes have shifted toward a more nuanced perception recognizing both potential and limitations. I now appreciate that mindful, strategic use of communication channels is vital for sustaining healthy, authentic relationships in the digital age. My values have evolved to prioritize quality over quantity, with an emphasis on emotional richness and intentionality.

In conclusion, the course has provided valuable insights into how communication theories inform practical strategies. My commitment to applying these principles will continue to shape my interpersonal interactions, ensuring my use of technology fosters genuine connections and effective communication.

References

• Baxter, L. A., & Montgomery, B. M. (1996). Relating: Dialogic Approaches to Human Connection. Guilford Publications.
• Daft, R. L., & Lengel, R. H. (1986). Organizational Information Requirements, Media Richness and Structural Design. Management Science, 32(5), 554-571.
• Walther, J. B. (1992). Relational Development in Computer-Mediated Communication. Human Communication Research, 19(4), 508-524.
• Walther, J. B. (1996). Computer-Mediated Communication: Impersonal, Interpersonal, and Hyperpersonal Interaction. Communication Research, 23(1), 3-43.
• Leung, L. (2011). Generational differences in content generation in social media. Computers in Human Behavior, 27(3), 1180-1188.
• Herring, S. C. (2004). Computer-mediated discourse. In R. W. Robin & K. K. Y. (Eds.), The Handbook of Discourse Analysis (pp. 422-446). Blackwell Publishing.
• Kruger, J., Epley, N., Parker, J., & Ng, Z. (2005). Egocentrism Over Exaggerates in Communication Problems with Computers. Journal of Experimental Social Psychology, 41(4), 400-406.
• McLuhan, M. (1964). Understanding Media: The Extensions of Man. McGraw-Hill.
• Turkle, S. (2011). Alone Together: Why We Expect More from Technology and Less from Each Other. Basic Books.
• Kiesler, S., Siegel, J., & McGuire, T. W. (1984). Social psychological Aspects of Computer-Mediated Communication. ACM SIGCHI Bulletin, 15(4), 69-72.