COMS 622 Literature Review Instructions: You Will Write A Li ✓ Solved

COMS 622 Literature Review Instructions You will write a lit

COMS 622 Literature Review Instructions You will write a literature review about the topic or issue you have chosen for your Research Paper on organizational communication. The topic or issue for the Literature Review must be tied to the topic or organizational communication issue you have chosen for the Research Paper. The Literature Review must be 5–7 typed, double-spaced pages. A bibliography of 15 cited resources must be included at the end of the paper. The bibliography must not be counted as part of the 5–7 pages of text in the paper. The paper must be written using current APA format. The organization of the literature review must conform to the following sections and headings: (1) Title page followed by these 5 subheads and appropriate content: (2) Abstract (3) Introduction, (4) Literature review, (5) Conclusion (6) References.

Paper For Above Instructions

Title Page

Title: Digital Communication Technologies and Remote Work in Organizations

Course: COMS 622

Author: [Your Name]

Institution: [Your Institution]

Date: [Date]

Abstract

The rapid expansion of remote work has intensified the central role of digital communication technologies (DCTs) in shaping organizational communication. This literature review synthesizes theories and empirical findings on how DCTs influence information flow, collaboration, trust, and psychological safety in distributed teams. Grounded in media richness theory (Daft & Lengel, 1986) and media synchronicity theory (Dennis, Fuller, & Valacich, 2008), the review examines how channel choice, reach, and timing affect decision quality, coordination, and knowledge sharing. It also integrates research on trust formation in virtual teams (Jarvenpaa & Leidner, 1999) and psychological safety in remote contexts (Edmondson, 1999) to explain how digital work tools enable or impede learning and innovation. Across studies, findings suggest that synchronous and high-context media support rapid feedback and social presence, while asynchronous channels facilitate reflection and documentation. The review highlights gaps related to跨-cultural virtual collaboration, leadership in digital environments, and the long-term impact of enterprise social media on organizational culture. The goal is to offer a synthesis of established theories and emerging evidence to guide practitioners and scholars in selecting and configuring DCTs to optimize remote-work performance. (Daft & Lengel, 1986; Dennis et al., 2008; Jarvenpaa & Leidner, 1999; Edmondson, 1999; Leonardi, Huysman, & Steinfield, 2013.)

Introduction

The rise of remote work has transformed how organizations communicate, collaborate, and learn. As work processes become distributed across locations and time zones, digital communication technologies (DCTs) operate as the primary conduits for coordinating tasks, sharing knowledge, and maintaining social ties. This literature review examines how DCTs influence organizational communication outcomes in remote work contexts, drawing on classic theories of media selection and contemporary research on virtual collaboration. The central question is: how do different digital channels shape information quality, trust, psychological safety, and learning in distributed teams? By integrating foundational theories—media richness theory (Daft & Lengel, 1986) and media synchronicity theory (Dennis, Fuller, & Valacich, 2008)—with empirical studies of virtual teams and enterprise social media, this review identifies what types of channels support effective remote work and where tensions arise. Understanding these dynamics is essential for managers seeking to optimize communication climates, sustain collaboration, and foster innovation in digitally mediated workplaces.

Literature Review

Media richness theory posits that communication media vary in their capacity to convey equivocal information, with richer media (e.g., video conferences) enabling quicker interpretation and fewer misunderstandings (Daft & Lengel, 1986). In remote work, the choice of channel can either accelerate or impede decision quality and coordination. Synchronous, high-context media often support rapid feedback and social cues that help build trust and reduce ambiguity, whereas asynchronous media (e.g., email, wikis) support reflection, documentation, and asynchronous coordination but may slow immediate problem-solving (Daft & Lengel, 1986; Dennis, Fuller, & Valacich, 2008). Empirical work on distributed teams generally confirms that mixed-media configurations, aligned with task requirements, yield better performance than any single channel (Dennis et al., 2008). The appropriation of media is thus a strategic choice that affects information processing, error rates, and rework costs in remote settings (Dennis et al., 2008).

Media synchronicity theory extends these ideas by detailing four dimensions—timeliness, symbolic synchronization, message synchronicity, and punctuated collaboration—that determine how well a media channel supports collaborative work (Dennis et al., 2008). In practice, this theory suggests that teams benefit from aligning channel use with task demands, especially for fast-moving or emergent tasks that require rapid feedback loops. In many remote work environments, organizations adopt a mix of synchronous tools (video meetings, chat, real-time document editing) and asynchronous platforms (shared repositories, discussion boards) to balance speed with analytical depth. When properly balanced, media synchronicity can reduce coordination costs and improve collective sensemaking; when misaligned, it can lead to information overload or fragmentation of knowledge (Dennis et al., 2008).

Trust and social dynamics are central in virtual teams. Jarvenpaa and Leidner (1999) show that trust in global virtual teams hinges on perceived integrity, benevolence, and ability, all of which are shaped by reliable communication and timely feedback. Virtual teams face heightened uncertainty due to physical distance, cultural differences, and asynchronous communication, making explicit trust-building mechanisms essential. Psychological safety, the shared belief that the team is safe for interpersonal risk-taking, is another critical factor in remote contexts (Edmondson, 1999). When psychological safety is high, team members are more willing to voice concerns, seek clarification, and experiment, which leads to learning and performance gains, even when digital channels are imperfect (Edmondson, 1999).

Enterprise social media and other collaborative platforms have emerged as important mediators of organizational communication. Leonardi, Huysman, and Steinfield (2013) argue that enterprise social media redefine how knowledge is created, shared, and codified within organizations, offering persistent records, broad visibility, and potential for informal learning. Such platforms can lower barriers to knowledge sharing and enable cross-functional collaboration, but they also introduce challenges related to information overload, governance, and alignment with strategic priorities. Gibson and Gibbs (2006) extend this view by examining how virtuality and technology shape social processes, including identity construction and team cohesion, which in turn influence communication quality and performance in distributed work. Together, these studies underscore the dual nature of DCTs: powerful enablers when used strategically, but potential sources of distraction, misalignment, or erosion of social bonds if poorly managed (Gibson & Gibbs, 2006; Leonardi et al., 2013).

Beyond theory, empirical investigations reveal nuanced effects of channel choice on collaboration outcomes. Walther (1996) outlines the continuum of computer-mediated communication from impersonal to hyperpersonal interaction, highlighting how turn-taking, self-presentation, and feedback loops influence relational development in online contexts. In organizational settings, these dynamics matter for team cohesion, morale, and knowledge exchange, particularly when teams are dispersed and rely heavily on digital tools. Edmondson’s work on psychological safety further clarifies that, in remote environments, the perceived safety to raise questions or admit mistakes can moderate the relationship between communication practices and learning outcomes (Edmondson, 1999). Consequently, effective remote work requires deliberate design of communication processes, including norms for feedback, information sharing, and channel selection that support both efficiency and learning (Edmondson, 1999; Daft & Lengel, 1986).

Despite substantial progress, several gaps remain in the literature. First, most studies focus on relatively short-term projects or simulated remote settings; long-term implications for organizational culture and sustained performance require longitudinal inquiry. Second, while enterprise social media holds promise for knowledge sharing, empirical work on its impact across diverse industries and cultural contexts is still developing. Third, cross-cultural virtual collaboration introduces additional layers of complexity that may influence channel effectiveness and trust-building strategies. Finally, leadership in digital environments—how leaders model, monitor, and adapt communication practices—deserves greater attention to ensure that digital tools reinforce rather than undermine psychological safety and learning (Gibson & Gibbs, 2006; Edmondson, 1999; Leonardi et al., 2013).

Overall, the literature indicates that the effectiveness of organizational communication in remote work depends on a deliberate alignment of media capabilities with task demands, coupled with strong leadership, trust-building, and psychological safety. High-context, synchronous channels support rapid feedback and relational warmth; asynchronous channels support reflection, documentation, and knowledge capture. Enterprise social media and collaborative platforms offer powerful avenues for broad participation and knowledge dissemination, but require governance and shared norms to prevent information overload. Practitioners should design communication architectures that balance speed, accuracy, and social ties, while researchers should pursue longitudinal, cross-cultural studies and investigate how digital leadership practices shape communication ecosystems in remote work.

Conclusion

This review synthesizes foundational theories and contemporary evidence on how digital communication technologies shape organizational communication in remote work contexts. Media richness and media synchronicity theories provide a lens for understanding why certain channels perform better for particular tasks, while trust and psychological safety research explains how remote teams develop the relational conditions necessary for effective collaboration and learning. Empirical work on enterprise social media and virtual teams demonstrates both opportunities and risks associated with digital tools, including knowledge sharing, social presence, and potential information overload. The main implications for practice are clear: organizations should deliberately curate channel portfolios that align with task requirements, foster a culture of psychological safety and open communication, and implement governance that supports effective knowledge management. For scholars, there is a need for longitudinal, cross-cultural studies that examine how remote work evolves over time and how leadership in digital environments shapes communication outcomes. By integrating theory with empirical evidence, managers can optimize remote-work performance, and researchers can advance understanding of the complex interplay between technology, people, and organizational culture in distributed settings.

References

  • Daft, R. L., & Lengel, R. H. (1986). Organizational Information Requirements, Media Richness and Structural Design. MIS Quarterly, 10(2), 101-113.
  • Dennis, A. R., Fuller, R. M., & Valacich, J. S. (2008). Media, Tasks, and Communication: A Theory of Media Synchrony. MIS Quarterly, 32(3), 575-600.
  • Dennis, A. R., & Valacich, J. S. (2001). Rethinking Media Richness: Towards a Theory of Media Naturalness. Journal of Management Information Systems, 17(4), 29-56.
  • Jarvenpaa, S. L., & Leidner, D. E. (1999). Communication and Trust in Global Virtual Teams. Organization Science, 10(6), 791-815.
  • Gibson, C. B., & Gibbs, J. L. (2006). Unpacking the Concept of Virtuality: The Interplay of Technology, Distance, and Social Processes. Organization Science, 17(2), 132-145.
  • Leonardi, P. M., Huysman, M., & Steinfield, C. (2013). Enterprise Social Media: Definition, Consequences, and Metrics. MIS Quarterly, 37(1), 1-28.
  • Edmondson, A. (1999). Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 44(2), 350-383.
  • Walther, J. B. (1996). Computer-Mediated Communication: Impersonal, Interpersonal, and Hyperpersonal Interaction. Communications Research, 23(1), 3-43.
  • Gibson, C. B., & Gibbs, J. L. (2006). Unpacking the Concept of Virtuality: The Interplay of Technology, Distance, and Social Processes. Organization Science, 17(2), 132-145.
  • Leonardi, P. M., Huysman, M., & Steinfield, C. (2013). Enterprise Social Media: Definition, Consequences, and Metrics. MIS Quarterly, 37(1), 1-28.

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