Exploration of communicator styles in online learning communities

This study was conducted to explore communicator styles in face-to-face and online learning communities, and the relations between communicator styles in both environments. The research was performed in two stages. At the first stage, a pilot study was implemented within the scope of BTO105 Effective Communication course offered by the Department of Computer Education and Instructional Technology at Anadolu University Faculty of Education during 2010 Spring semester. At the second stage, the application was realized in 2010 Fall semester. The pilot study involved 31 students (13 females and 18 males), and the application involved 28 students (13 females and 15 males) from different departments.The study has a mixed design pattern which included both qualitative and quantitative methods. Descriptive models among quantitative research methods and culture analysis among qualitative research methods were used to address the research questions of the study. Exploratory and confirmatory factor analyses were conducted while adapting the Communicator Stales Measure, which was used to collect quantitative data of the study. The tool used 5-point likert scale and included 47 items under 11 factors. Another data collection tool was developed by the researcher to examine communicator styles in online learning communities and named Online Communicator Styles Check List. The tool included 55 sub-themes under 11 themes. Qualitative data of the study was evaluated through using visual, auditory and written sources including a questionnaire of open ended questions, observation forms, researcher diary and online individual sharing. Different data collection and analysis strategies were used and the findings were described in detail.The relationship between communicator styles and demographic variables of individuals in online learning community was investigated to answer the first research question. Independent samples t-test was conducted to determine whether the scores obtained from Communicator Style Measure differed according to variables with two levels. Correlation was used to investigate relationship between continuous variables. To answer the second research question of the study, Communicator Styles Measure was administered to investigate communicator styles of individuals in face-to-face environments, while Online Communicator Styles Check List was used to describe communicator styles in online environments. Data collected in both environments were analyzed through the same scoring method. That is, scores in both environments were given according to 11 different communicator styles. Considering the last question of the study, t-test and correlation analyses were performed to see whether there were significant differences between communicator styles of individuals in face-to-face and online learning communities, and whether there were significant relationships between communicator styles in these environments. On the other hand, descriptive analysis was carried out to investigate the relations between communicator styles in both environments.Findings did not reveal any significant relationship between communicator styles and demographic variables selected. It was revealed that the scores from the ?Relaxed? communicator style increased according to year of study. The evaluation regarding individual scores in 11 different communicator styles in face-to-face and online learning environments demonstrated that the highest averages in face-to-face learning environment were observed in ?Precise? and ?Animated?, while the lowest values were observed in ?Relaxed? and ?Open? communication styles. The mean scores of the same individuals in online learning environment were examined which revealed that the highest values were observed in ?Relaxed? and ?Argumentative?, while the lowest values were observed in ?Animated? and ?Dramatic? communicator styles. Accordingly, it was observed that individuals could not be relaxed in their communications in face-to-face environments whereas they became relaxed in online environments and demonstrated an argumentative communication form. Furthermore, emotions and opinions expressed in visual form were less demonstrated in online environments due to the structure of this environment. The result of the investigation for differences and relations among communicator styles in face-to-face and online environments demonstrated that significant relationships existed between face-to-face and online communication environments in terms of nine communicator styles except for ?Animated? and ?Open?. Similarly, a statistically significant difference was detected between face-to-face and online learning environments in terms of eight communication styles except for ?Impression Leaving?, ?Attentive? and ?Precise? communicator styles. The general evaluation of findings suggested that ?Relaxed?, ?Argumentative?, ?Open? and ?Dominant? individuals in face-to-face environments displayed the same characteristics in online environments. Individuals who did not exhibit these characteristics in face-to-face environment displayed these characteristics in communication activities to a great extent. Therefore, it can be suggested that online environment provides an important communication environment to better display some communicative behaviors.