The Communication Methods of Today's Students

By Chen, Clement C.; Jones, Keith T. et al. | The CPA Journal, November 2012 | Go to article overview

The Communication Methods of Today's Students


Chen, Clement C., Jones, Keith T., Xu, Shawn, The CPA Journal


Is the Phone Conversation Dead?

Today's rapidly changing environment and proliferation of smartphones and other new devices has meant that the ways in which people prefer to communicate with others, find out the latest news, and perform their job duties are changing rapidly as well. The Internet and e-mail came onto the scene gradually at first but soon exploded and forever changed how we live our lives. To some extent, even e-mail appears to have reached a "maturity" phase, and might be on the decline as other forms of communication, such as texting, have come into vogue.

Rather than merely being limited to Generation Y, the mass adoption of texting and other contemporary forms of communication - such as Facebook or other social networking sites - has included many people in their forties and beyond. Nevertheless, there appear to be growing generational differences in preferences and communication tendencies. Many still consider texting to be inconsiderate, particularly when they are trying to communicate face-to-face with the one doing the texting. For example, ask a professor how she feels about students texting or using the Internet in the classroom for items irrelevant to the course.

In addition to professors, managers and bosses might find themselves more out of touch with the younger generation than ever before - making it even more important to understand how the younger generation communicates and attempt to resolve the differences that may result. For example, the short, informal nature of texting can spill over into e-mail messages, where many still prefer to read complete sentences and see traditional spelling. While brevity is appreciated when appropriate, overly terse messages can run the risk of offending the receiver. Fjcamining college students' preferred methods of communicating is potentially useful as a window into how tomorrow's professionals, business leaders, and politicians will communicate. It can provide an understanding into just where communication gaps might occur between the generations, whose defining time periods - that is, the span of years typically associated with a generation - continue to become ever shorter.

Survey Methods and Results

The authors conducted an electronic survey of 166 students at two universities, one a small residential university in the southeastern United States and the other in a more urban environment in the Midwest. The survey, sent to 108 online students and 58 face-to-face (FTF) students, was administered near the end of a recent semester, and students received bonus credit for participation. Participants were asked for their preferred methods of communicating with professors and with classmates and fellow group members for both learning and soeializing purposes.

E-mail was indicated as the most frequent method of communicating for most purposes, and texting was relatively important as well, particularly for socializing. Respondents used neither Skype nor the various social networking sites widely for the purposes indicated, although they reported using Facebook to some extent for socializing.

Students indicated mat they rarely use phone conversations to communicate with professors or even with other students - a surprising result to the authors, given the rampant use of cell phones in society. The latter result has implications for educators; although phone calls are sometimes more efficient for answering detailed questions about course material, students prefer the less personal, more indirect (and arguably both less effective and efficient) method of e-mailing questions to their professors. This gap in preferences between professors and students might widen as professors age each year, while the average age of their students stays the same. In another finding, students were reasonably comfortable with online discussion board participation as a means of communication. Therefore, both online and in-class educational delivery in university and professional settings could potentially benefit from increased emphasis on this type of tool.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Communication Methods of Today's Students
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.