Presentation includes:
Introduction to Channel Expansion Theory (CET)
Discussion of articles which have used CET
Evaluation of CET
Presented fall 2013 for my graduate communication theory course.
2. Overview
Introduction to Channel Expansion Theory (CET)
Discussion of articles which have used CET
Evaluation of CET
3. Channel Expansion Theory
Carlson & Zmud (1994)
Media richness depends on users perception of the
medium
Focus on how individuals develop perceptions
Based on experiential factors
Through knowledge-building experience
Also, socially constructed
4. CET
In other words, how do individuals expand their
perception of a given channel? How does the
richness of a medium change?
What is media richness?
How does perceived richness develop?
6. Media Richness Roots
Media Richness Theory (Daft & Lengel, 1984)
Developed in order to explain and evaluate the
effectiveness of media used in organizations
Addresses communication challenges
Conflicting interpretations
Unclear messages
7. What is media richness?
Richness = productive and fruitfulness
Based on ability of medium to:
allow multiple information cues simultaneously
aid in speedy responses
How quickly do you receive feedback?
establish a personal focus
The more verbal and non-verbal cues the richer the media.
Is the message addressed to a specific person?
make use of natural language
Media richness is important in creating a shared understanding in
communication
Ability to encode and decode
Avoid misunderstandings/unclear messages
"The more learning that can be pumped through a medium, the richer
the medium.“ - Daft & Lengel (1984)
13. What affects perceived richness?
Also,
Perceptions are also socially constructed
Individuals’ perceptions align with those of the others in their
network
Knowledge of others’ beliefs, opinions, feelings about the medium.
Draws on Social Influence Theory
14. CET vs. MRT
MRT – Richness of media is static
Objective
Richness
Channel
Selection
CET – Richness of media is fluid
Experience
Subjective
Richness
As you gain experience you are able to select which
channel will fit your needs.
15. Channel Expansion Theory
CET can be thought of as linear and developing
across time.
What seemed as less efficient and lean can become more
efficient and richer with experience
Goal is to use the medium to create a shared
understanding in communication
Avoid misunderstandings and unclear messages
16. D’Urso & Rains, 2008
Put CET through the test
Organizational situation
Examine traditional vs. new communication media
face-to-face
telephone
e-mail
instant-messaging
First time IMing applied to CET
Only looked at experience with topic, partner, and
media and social influence
17. D’Urso & Rains, 2008
Hypothesis 1: When controlling for the effects of perceived social influence and
structural differences in the media, (a) channel experience, (b) experience with
one’s communication partner, and (c) experience with the communication topic are
positively related to perceptions of richness of the four communication channels.
Hypothesis 2: Channel type will interact with the experiential factors and
perceived social influence in predicting richness perceptions: (a) Channel
experience, (b) experience with one’s communication partner, (c) experience with
the communication topic, and (d) perceived social influence will more strongly
predict richness perceptions with newer communication technologies (e-mail and
IM) than with traditional technologies (face-to-face interaction and telephone).
Because FtF and phone are norms and should not be influenced by experiential factors and social
influence
Research question: What relationships exist among the key types of experience, the
perceived social influence, and the four components of richness (multiple
channels, language variety, immediacy of feedback and personalness)?
18. D’Urso & Rains, 2008
Methods
Students solicitation of participants
over the age of 18
employed at least part-time
not employed by the university
Participants asked which channels (i.e., e-mail, IM, FtF, telephone) they had regular
access at their job
Participants randomly assigned to an online questionnaire related to one of the four
channels they had experience with
269 participants
69 e-mail
57 IM
71 phone
72 FtF
Asked to think about a recent interaction at work using the medium addressed in
the questionnaire and to complete measures of
perceived social influence
media richness
three types of experience (partner, topic, medium)
19. D’Urso & Rains, 2008
Questionnaire Measures
Media Richness
Mediums ability to allow simultaneous multiple cues
immediacy of feedback
language variety
Ability to use symbols to communicate and express ideas through
nonword sounds and utterances
Personalness
medium is warm, sociable, and sensitive
Perceived Social Influence
Respondents rated the degree to which key others in their
organization (coworkers, supervisors, subordinates) use the medium
and perceive it to be useful.
Channel, topic, and partner experience
20. D’Urso & Rains, 2008
Results
H1(a-c) - Supported
All experiential factors were found to be significantly related to the
perceived richness of each of the media
H2(a-d) - Rejected
no differences between new and traditional media in regard to the
relationship between richness perceptions and experience with the
channel, topic, one’s partner, and social influence
RQ
Experiential factors and social influence related to personalness
Experience with channel related to immediacy of feedback
Experience with channel and perceived social influence related to
language variety
Differences in media related to multiple cues
21. D’Urso & Rains, 2008
Important Conclusions
Support for CET including “newer” media (Instant Messaging)
Prior experience affects user perception of IMing’s richness
Social Influence related to perception of richness
Experience with channel appears to trump other types of experience
Related to 3 of 4 richness factors
Richness of a medium is fluid as viewed by CET
Complex relationship
Media types
Perception of richness
Social influence
Experience
More
experience
IMing
perceived
to be richer
22. Fernandez, Simo, Sallan, & Enache, 2013
CET applied to educational context
Investigate online discussion forums as new medium
Takes into account knowledge-building aspect of
experience
Requires time
23. Fernandez, et al., 2013
RQ: How does the perception of richness in a
communication media evolve over time, and how are
existing relations between the knowledge-building
experiences and the perception of media richness
affected?
24. Fernandez, et al., 2013
Methods
Longitudinal design
91 students from European university
Participation through a course
Used online forum with other students and
professors on educational platform
Online questionnaires completed at 4 different times
(beginning of course, 2 in the middle of the course,
and 1 after the course)
25. Fernandez, et al., 2013
Instrumentation
Perceived Media Richness (feedback, multiple
cues, natural language, and personal focus)
Experience (topic, partner, channel)
Supervision Level
“the capacity of explicit supervision inherent to the media”
26. Fernandez, et al., 2013
Results
Experience with the channel and with the partner
significantly relate to the perception of the online
forum’s richness
Experience with topic NOT significant
Supervision Level NOT significant
“Different individuals showed different overall levels
of perceived media richness”
27. Fernandez, et al., 2013
Important Conclusions
Support certain experiential factors in CET
experience with partner and medium, but not topic
CET concept that media richness is fluid holds
participants had different levels of perceived richness
Experience with topic not related to perceived
richness
The lack of significant finding may be due to the context of the
experiment. Since this was a course in which student were
learning, the topic may have constantly changed.
28. Evaluating CET
From course text book (Miller, 2005):
Accurate
Consistent
Broad Scope
Parsimonious
Fruitful
29. Accurate
CET appears accurate, but too new and not enough
research to support this claim
Since CET does not state that all experiential factors are
simultaneously required. Thus, findings such as topic not
being a significant predictor of media richness (Fernandez, et
al., 2013) does not completely disagree with the theory’s
prediction AND cannot discredit CET.
Easily testable and allow for evaluation of the social
world
As seen in empirical research examples
30. Consistent
Internal
Constructs do not seem to contradict themselves
External
CET is contradicts MRT in that richness of media is
fluid/subjective vs. static/objective richness
CET also clashes with social influence theory
31. Scope
CET appears to have an exceptionally broad scope
With media types:
Videoconferencing
Telephone
E-mail
Instant Messaging
Online forums
And more
Context
Various organizational settings
Education
Any situation where individuals communicate through a medium
32. Parsimonious
CET is basically simple and clear
Constructs easy to understand
Relationship between experience and perceived richness
is easily understood (temporal order)
Yet, it can be a bit complex with social influence aspect
and experience as leading to perception.
i.e. investigating 3 of 4 experiential factors
Leaving out social influence
Complex relationship (from D’Urso & Rains, 2008)
Media types
Perception of richness
Social influence
Experience
33. Fruitfulness
CET has a heuristic value
Although not as common as MRT, CET generate
numerous research questions and hypothesis
CET has created a roadmap for future applications of
the theory in regards to new technologies and
situations
34. Overall Evaluation
CET appears to be a simple, broad, accurate, fruitful,
& consistent theory!
BUT, since it’s still in it’s teens, more research is
needed in order to accurately evaluate CET using
criteria.
35. References
Banner design email [Image]. Creative Jar, 2013. Retrieved from http://creative-jar.com/insights/labs/programming/html-email/html-emails-coding-like-its-the1990s-2/
Carlson, J. R., & Zmud, R. W. (1999). Channel expansion theory and the experiential nature of media richness perceptions. Academy of Management
Journal, 42(2), 153-170. doi:10.2307/257090
Charles Babbage Institute (1988). Modular office [Photograph]. Retrieved from http://www.smithsonianeducation.org/scitech/carbons/start.html
Daft, R. L., & Lengel, R. H. (1984). Information richness: A new approach to managerial behavior and organizational design. Research in Organizational
Behavior, 6, 191-233.
D’Urso, S. C., & Rains, S. A. (2008). Examining the scope of channel expansion: A test of channel expansion theory with new and traditional communication
media. Management Communication Quarterly, 21(4), 486-507. doi:10.1177/0893318907313712
Email 640 [Photograph]. Retrieved from http://www.theguardian.com/technology/2008/aug/28/email.addiction
Fernandez, V., Simo, P., Sallan, J. M., & Enache, M. (2013). Evolution of online discussion forum richness according to channel expansion theory: A longitudinal
panel data analysis. Computers & Education, 62, 32-40. doi:http://dx.doi.org/10.1016/j.compedu.2012.10.020
Miller, K. (2005). Communication theories: Perspectives, processes, and contexts. (2nd ed.). Boston: McGraw-Hill
Tntdj (2007). Media richness theory [Diagram]. Retrieved from http://en.wikipedia.org/wiki/File:Media_Richness_Theory_Diagram_PNG.png
1980s phone [Photograph]. Retrieved from http://www.australiansuper.com/tools-and-resources/blog/2013/07/having-a-stockbroker-is-so-80s.aspx