1. Supporting Distributed Relationships: A study of relations and media use over time Caroline Haythornthwaite Graduate School of Library and Information Science University of Illinois at Urbana-Champaign haythorn@uiuc.edu IBICT, June 2009

2. The Social Informatics of Elearning 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?

3. The Social Informatics of Elearning 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

4. The Social Informatics of Elearning 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 work 2. Exchange information or advice about class work 3. Socialize 4. 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.

5. The Social Informatics of Elearning 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)

6. The Social Informatics of Elearning Social Networks Basics Actors Nodes in the network Interact and maintain relations with each other Relations Lines in the network Connect actors in specific kinds of interaction Ties 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

7. The Social Informatics of Elearning 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

8. The Social Informatics of Elearning 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 Media F97Non-Friends 9541.1 3.032.36 Friends 4977.13.45 2.82 ---------------------------------------------------- F98 Non-Friends 18420.03.271.59 Friends 1992.2 3.95 2.95 (N is the number of pairs) (Frequency of 60 is approximately once a day over the semester)

9. The Social Informatics of Elearning 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. Yellow & Diamond=Non-Friends; White & Square=Friends

10. The Social Informatics of Elearning Average personal network size and Mean frequency of communication by medium Note: High email use by friends Bottom & Diamond=Non-Friends; Top & Square=Friends

11. The Social Informatics of Elearning 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

12. The Social Informatics of Elearning 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

13. The Social Informatics of Elearning 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 …

14. F97: Collaborative work via IRC and Email by Time Chat Email Group projects; Webboard also used for discussion, connected all to all. Month 1Month 2 Month 3

15. 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 1Month 2 Month 3

16. The Social Informatics of Elearning 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

17. The Social Informatics of Elearning 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

18. The Social Informatics of Elearning

19. 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

20. The Social Informatics of Elearning 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

21. The Social Informatics of Elearning 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.