Instructor: Xiaomei Cai, Ph.D.
Office: 239 Pearson Hall
Class: T, R, 3:30-4:45pm, Gore 115
e-mail: xcai@udel.edu
Office hours: T, R, 2:00-3:00pm or by appointment

Course Description: This course surveys the social and psychological effects of new computer technologies. The effects will be examined at various levels with an emphasis on the individual and interpersonal levels. The goal is to provide students with a better understanding of the impact of computer technologies in light of communication and psychological theories.

Readings: Readings are listed at the end of this syllabus. Some of them are available online at class homepage: http://www.udel.edu/communication/COMM418/cai/syllabus.html, and the rest of the readings will be made available.

Grading: Grading will be based on the following elements: exams, presentations, reaction papers, final projects, class participation, and attendance.

Exams: There will be two exams: a midterm, and a final. Each exam will cover half of the course material (readings, lectures, and presentations). Make-up exams will be given only (a) when arrangements have been made with the instructor in advance and (b) in case of illness verified by a physician’s note. Exams will be given on March 21 and during final exam week. Each exam will account for 20 percent of your final grade.

Reaction papers: The class will be randomly divided into small groups (3 people a group). Each group will write a reaction paper based on the assigned readings every week. A reaction paper should consist of, but is not limited to, (a) a BRIEF summary of the issue, (b) a comparison of the articles, if the two are related, (c) your opinion or position on the issue (d) potential future research directions, and (e) at least two questions derived from reading the articles. Reaction papers are due at the end of each class. Reaction papers should not exceed two pages. The reaction papers accounts for 15 % of your final grade. A single grade will be given to all group members.

Class presentations: The class will be divided into small groups and each group will be responsible for one class presentation on an assigned topic. The presentation will include (but not limited to) oral reports, summaries of research, audio-visual presentations. I will work with groups to provide leads, reading lists, and equipment needed for presentation. Each presentation should take about 40 minutes. Grades for class presentations will be based on the following criteria:

    1.     Description of the issue, including effective use of audio-visual materials.
    2.     Historical context and background of the issue. Why is it an important issue?
    3.     Description of any effect the issue has.
    4.     Explanations of these effects
    5.     Directions for future research

A single grade will be issued to all group members. Class presentations will account for 15 percent.

New Media Research Project: Students will conduct original research investigating the effects of the computer. Each research group (no more than 3 people) will identify some area of research and pose specific research questions and/or hypotheses that will be submitted for my approval on April 18. The last several weeks of the semester will be devoted to designing the methods and instrumentation and conducting small pilot studies. Groups are expected to meet with the instructor for help and approval. The last two days of the class will be devoted to presentations of research results to the class. Each group will present about 20 minutes and use visual aids to make their ideas clear. Each group will prepare a five-page report of their research, reviewing the theoretical background to their research questions/hypotheses, briefly describing the methods and results, and discussing what the results of the studies offers to our knowledge about media effects of new media technologies. A detailed description of the requirement will be made available.

All parts of the project, including research questions, presentations of results, and final research report, will account for 20% of your final grade. Each member of the group will receive the same grade.

The final report must be typed in APA (5th ed.) style and is due on May 14. Late papers will be graded down a half letter grade for each day that they are late. Thus, a paper that would have received a “B” could become a “C” if it were turned in two days late.

Grading policy: The final grade for the course will be determined as follows:
 
 

Assignment	Percentage
Midterm Exam	20%
Final Exam	20%
Group Presentation	15%
Research Papers	20%
Reaction Papers	15%
Attendance and Participation	10%
Total	100%

Each exam and assignment will be graded on a 100-point scale. But they will be weighted differently per the above table. Final letter grades will be assigned as follows:

    A = 94-100  A- = 90-93   B+ = 87-89  B = 84-86
    B- = 80-83   C+ = 77-79  C = 74-76   C- = 70-73
    D+ = 67-69  D = 64-66    D- = 60-63  F =59 and lower

Attendance and participation: Attendance is expected and will be taken by means of a roll sheet. Each student will have two excused absences, no questions asked. After that, for every unexcused absence, a half point will be deduced from the final grade. For example, if your final grade is 90 (A) but you missed class 4 times, your absences (2 after two freebies) will reduce your grade to an 89 (B+). Excused absences must be properly documented (e.g., with a doctor’s notes). If a student comes to a class more than 10 minutes late, he/she will be considered absent for that class.

Academic and personal misconduct: Please refer to the Official Student Handbook for information on academic dishonesty: http://www.udel.edu/stuhb. It is your responsibility to know what constitute cheating, fabrication, plagiarism, interference, and facilitating academic dishonesty. If you are ever in doubt about what constitutes academic misconduct, please come and talk to me about it.

Students with special needs: Students with special physical or learning-related needs should speak to me during the first week of class. I will be glad to make the appropriate accommodations.

Schedules: Please note that this schedule may change due to class progress or other circumstances. Any changes to this schedule will be announced in class.
 
 

Dates	Topics	Assignments
February 5	Introduction
February 7	History of computer technologies
February 12	Theoretical approaches to studying computer technologies
February 14	Key concepts in computer research
February 19	Uses of computers
February 21	Displacement effects	Outlines for Presentation #1 due
February 26	Old media, new challenges
February 28	Digital divide	Presentation # 1; Outline for Presentation #2 due
March 5	Computers and civic engagement	Outline for Presentation #3 due
March 7	Community building and support networks	Presentation #2
March 12	Computers in organizations	Presentation #3
March 14	CMC and social relationships I	Presentation #4
March 19	CMC and social relationships II	Outline for Presentation # 5 due
March 21	Mide-Term Exam	Mid-term Exam
March 26	Individual level effects I
March 28	Individual level effects II	Presentation # 5
April 9	Gender differences	Outline for Presentation #6 due
April 11	Internet addiction
April 16	Other deviant behaviors	Presentation # 6; Outline for Presentation # 7 due
April 18	Trust/credibility on the Internet	Final Project Outline Due
April 23	Internet commerce/advertising	Presentation # 7
April 25	Regulating the Internet
April 30	Data collection
May 2	Data collection
May 7	Data analysis
May 9	Group presentations I
May 14	Group presentations II	Final Project Paper Due
May ?		Final Exam

Feb. 7---History of computer technologies

Baran, S. J. (2001). The Internet. In Introduction to mass communication: Media literacy and culture (chap. 14). Mountain View, CA: Mayfield Publishing Company.

Wood, A. F., & Smith, M. J. (2001). Understanding how new communication technologies work. In Online communication: Linking technology, identity, and culture (chap. 2). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Feb. 12---Theoretical approaches to studying computer technologies

Caplan, S. E. (2001). Challenging the mass-interpersonal communication dichotomy: Are we witnessing the mergence of an entirely new communication system? Electronic Journal of Communication, 11. Retrieved January 28, 2002, from http://bert.lib.indiana.edu:2192/getfile\Caplan_v11n101

Newhagen, J. E., & Rafaeli, S. (1996). Why communication researchers should study the Internet: A dialogue. Journal of Computer-mediated Communication, 1. Retrieved April 30, 1999, from http://www.ascusc.org/jcmc/vol1/issue4/vol1no4.html

Feb. 14---Key concepts in computer research

Rafaeli, S., & Sudweeks, F. (1997). Networked interactivity. Journal of Computer-Mediated Communication, 2. Retrieved January 14, 2002, from http://www.ascusc.org/jcmc/vol2/issue4/rafaeli.sudweeks.html

Chen, H., Wigand, R. T., & Nilan, M. (2000). Exploring Web users' optimal flow experiences. Information Technology and People, 13, 263-281.

Feb. 19---Uses and gratifications of computers

Perse, E. M., & Ferguson, D. A. (2000). The benefits and costs of Web surfing. Communication Quarterly, 48, 343-359.

Kaye, B. K. (1998). Uses and gratifications of the World Wide Web: From couch potato to Web potato. The New Jersey Journal of Communication, 6, 21-40.

Feb. 21---Displacement effects

Robinson, J. P., & Kestnbaum, M. (1999). The personal computer, culture, and other uses of free time. Social Science Computer Review, 17, 209-216.

Nielsen Media Research (1999). TV viewing in Internet households. Retrieved October 10, 1999, from http://www.nielsen-netratings.com

Feb. 26----Old media, new challenges

Lasica, J. D. (2002). Net gain: journalism’s challenges in an interactive age. In E. Bucy (Ed.), Living in the information age: A new media reader. (pp. 56-61). Belmont, CA: Wadsworth Group. (Reprinted from American Journalism Review, November 1996, pp. 20-33)

Silberthorne, S. (Jan. 28, 2002). Read all about it! Newspapers lose Web war. Retrieved January 30, 2002, from http://hbswk.hbs.edu/pubitem.jhtml?id=2738&sid=0&pid=0&t=innovation

Feb. 28----Digital divide

Carvin, A. (2002). Mind the gap: The digital divide as the civil rights issue of the new millennium. In E. Bucy (Ed.), Living in the information age: A new media reader. (pp. 251-253). Belmont, CA: Wadsworth Group. (Reprinted from MultiMedia Schools, January/February 2000, from http://www.infotoday.com/MMSchools/jan00/carvin.htm)

Adler, J. (2002). The rise of the overclass: how the new elite scrambled up the merit ladder---and wants to stay there any way it can. In E. Bucy (Ed.), Living in the information age: A new media reader. (pp. 257-261). Belmont, CA: Wadsworth Group. (Reprinted from Newsweek, July 31, 1995, pp. 32-46)

March 5---Computers and civic engagement

Wellman, B., Haase, A. Q., Witte, J., & Hampton, K. (2001). Does the Internet increase, decrease, or supplement social capital? Social networks, participation, and community commitment. American Behavioral Scientist, 45, 436-455.

Katz, J. (2002). Birth of a digital nation. In E. Bucy (Ed.), Living in the information age: A new media reader. (pp. 56-61). Belmont, CA: Wadsworth Group. (Reprinted from Wired, April 1997, pp. 49-52, 184-191)

March 7---Community building and support networks

Wood, A. F., & Smith, M. J. (2001). Communicating in virtual communities. In Online communication: Linking technology, identity, and culture (chap. 6). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

March 12---Computers in organizations

Urbaczewski, A., & Jessup, L. M. (2002). Does electronic monitoring of employee Internet usage work? Communications of the ACM, 45, 80-83.

Wood, A. F., & Smith, M. J. (2001). Rebuilding corporations online. In Online communication: Linking technology, identity, and culture (chap. 7). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

March 14---CMC and social relationships I

Cummings, J. N., Butler, B., & Kraut, R. (in press). The quality of online social relationships. Communications of the ACM. Retrieved January 2, 2002, from http://homenet.andrew.cmu.edu/progress/acm-trust-submitted.pdf

Turkle, S. (1995). Identity crisis. In Life on the screen: Identity in the age of the Internet (chap. 10). New York, NY: Simon & Schuster.

March 19---CMC and social relationships II

Levine, D. (2000). Virtual attraction: What rocks your boat. Cyberpsychology & Behavior, 3, 565-573.

Baker, A. (1998). Cyberspace couples finding romance online then meeting for the first time in real life. Computer Mediated Communication Magazine, 7. Retrieved November 3, 1998, from http://www.december.com/cmc/mag/1998/jul/baker.html

March 26---Individual level effects of the Internet I

Lavoie, J. A. A., & Pychyl, T. A. (2001). Cyberslacking and the procrastination superhighway: A Web-based survey of online procrastination, attitudes, and emotion. Social Science Computer Review, 19, 431-444.

Harmon, A. (2002). Researchers find sad, lonely world in cyberspace. In E. Bucy (Ed.), Living in the information age: A new media reader. (pp. 224-226). Belmont, CA: Wadsworth Group. (Reprinted from New York Times, August 30, 1998, p. A1)

March 28---Individual level effects of the Internet II

Murray, C. D., & Gordon, M. S. (2001). Changes in bodily awareness induced by immersive virtual reality. Cyberpsychology & Behavior, 4, 365-371.

Kubey, R. W., Lavin, M. J., & Barrows, J. R. (2001). Internet use and collegiate academic performance decrements: Early findings.Journal of Communication, 51, 366-382.

April 9---Gender differences

Wolf, A. (2000). Emotional expression online: Gender differences in emoticon use. Cyberpsychology & Behavior, 3, 827-833.

Boneva, B., Kraut, R., & Frohich, D. (in press). Using email for personal relationships: The difference gender makes. American Behavioral Scientist. Retreived January 15, 2002, from http://homenet.andrew.cmu.edu/progress/abs-submitted-10.pdf

April 11---Internet addiction

Griffins, M. (1998). Internet addiction: Does it really exist? In J. Gackenbach (Ed.). Psychology and the Internet: Intrapersonal, interpersonal, and transpersonal implications (pp.61-76). San Diego, CA: Academic Press.

Young, K. S. (1998). The dark side of cyberspace. In Caught in the net: How to recognize the signs of Internet addiction and winning a strategy for recover (chap. 1). New York: John Wiley & Sons, Inc.

April 16---Other deviant behaviors

Barak, A., Fisher, W. A., Belfry, S., & Lashambe, D. R. (1999). Sex, guys, and cyberspace: Effects of Internet pornography and individual differences on men’s attitudes toward women. Journal of Psychology and Human Sexuality, 11, 63-91.

King, S. & Barak, A. (1999). Compulsive Internet gambling: A new form of an old clinical pathology. Cyberpsychology and Behavior, 2, 441-456.

April 18---Trust on the Internet

Friedman, B., Kahn, P., & Howe, D. C. (2000). Trust online. Communications of the ACM, 43(12), 34-40.

Roy, M. C., Dewit, O., & Aubert, B. A. (2001). The impact of interface usability on trust in Web retailers. Internet Research: Electronic Networking Applications and Policy, 11, 388-398.

April 23---Internet Advertising

Dahlen, M. (2001). Banner advertisements through a new lens. Journal of Advertising Research, 40 (4), 23-30.

Sundar, S. S., Narayan, S., obregon, R., & Uppal, C. (1999). Does Web advertising work? Memory for print vs. online media. Journalism and Mass Communication Quarterly, 75, 822-835.

April 25---Regulating the Internet

Cai, X. (2000). Online privacy issues associated with Web sites for children. Journal of Broadcasting and Electronic Media, 44, 197-214.

France, M., Green, H., Kerstetter, J., Black, J., & Salkever, A. (November 5, 2001). Privacy in an age of terror. Business Week, 3756, 83-87.