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discussion forum read the article: The Use of Technology to Combat Plagiarism in Business
Communication Classes. Your initial post should highlight the main aspects of the article. After
summarizing the article provide your own thoughts or experience on plagiarism. Conduct
research on the use of plagiarism and how it negatively impacts education. Provide at least one
outside source to your initial discussion.
Essential Activities:
1. Reading the article, “The Use of Technology to Combat Plagiarism in Business
Communication Classes” will assist you in writing this discussion
2. Watching the video, “Why is Plagiarism Wrong?” will assist you in writing this
discussion
Notes:
1. make sure to include outside sources to support your discussion.
2. Discussion must follow APA 7th Edition guidelines.
you will write a paper on the impact that technology has on communication in a business
setting. Explain any positive and negative effects that have been developed. How can different
types of technology and communication methods increase productivity within an
organization? Be sure to consider the role of ethics in the evolving business setting. It may
benefit you to provide examples from your own professional experience on this topic.
Submissions must include research from scholarly sources outside of the Moodle course. Your
paper should be 3-5 pages in length (not including title and reference page), follow APA
7th edition, and provide 2-5 sources outside of the course. Reviewing this week’s materials will
assist you in completing the assessment and you may utilize those materials as well.
Essential Activities:
1. Reading the article, “The Impact of Social Media Usage on Work Efficiency” will assist
you in writing your paper.
2. Reading the article, “Service Learning as a High Impact Practice” will assist you in
writing your paper.
3. Reading the article, “Work from Home during the Pandemic” will assist you in writing
your paper.
4.
Watching the video, “How AI could save (not destroy) education” will assist you in writing your
paper.
How AI could save (Video Link)
THE USE OF TECHNOLOGY TO
COMBAT PLAGIARISM IN BUSINESS
COMMUNICATION CLASSES
Robert H. Stowers
Julie Y. Hummel
The College of William and Mary
SOME HAVE CALLED PLAGIARISM literary theft. Plagiarizing
is akin to stealing the intellect of another person. At times, plagiarism
occurs because of ignorance, sloppy authorship, or lack of knowledge
about proper sourcing. Sometimes, it is done purposefully.
Experts have suggested that the concept of intellectual ownership
is limited to Western societies, and this may be a factor in the increase
of plagiarism on college campuses today. Others have blamed technologies such as the Internet for blurring the concept of plagiarism
by making it simple for students to copy and paste a phrase or a sentence onto a paper. Business communication classes are not immune
to these problems since many are writing centered. Students can
download entire assignments and papers from Internet sites. Whatever
the case may be, a solution is necessary. Otherwise, academic integrity
is threatened.
College instructors have struggled with plagiarized student writing for years. Some instructors hesitate to deal with plagiarism allegations because of the amount of work that is required to support the
charge (Davis & Carroll, 2009). Many times, college instructors will
overlook cheating rather than report it. The effort to report it is not
a priority compared with other important aspects of their jobs such
as teaching, working on research grants, or consulting engagements
(Whicker & Kronenfeld, 1994).
However, plagiarism can no longer be ignored. Because of technology, it simply is too easy to plagiarize. There is some irony here.
The solution to discourage plagiarizing is the use of technology to
Business Communication Quarterly, Volume 74, Number 2, June 2011 164-169
DOI: 10.1177/1080569911404406
© 2011 by the Association for Business Communication
164
PEDAGOGICAL PIRACY: THE PLAGIARISM PROBLEM 165
detect problems that have occurred because of technology. Techno
logical tools such as Turnitin and SafeAssign can help business
communication professors detect and discourage plagiarism.
Plagiarism and Intellectual Ownership
The American Association of University Professors (1989) defines
plagiarism as “taking over the ideas, methods, or written words of
another without acknowledgement and with the intention that they be
taken as the work of the deceiver” (pp. 47-48). Whicker and Kronenfeld’s
(1994) book, Dealing With Ethical Dilemmas on Campus, cites much
research, but the crux of the subject of plagiarism comes down to the
word “intention.” Did the plagiarist intend to plagiarize, or was she
or he just forgetful or sloppy in the citation of the work? Intention is
often very difficult to prove. This ambiguity is what makes combating plagiarism difficult for business communication instructors.
The expression of original ideas is considered intellectual property and is protected by copyright laws, just like original inventions.
According to Youngstown State University’s website “What Is
Plagiarism,” plagiarism includes all of the following:
•
•
•
•
•
Turning in someone else’s work as one’s own
Copying words or ideas from someone else without giving credit
Failing to put a quotation in quotation marks
Giving incorrect information about the source of a quotation
Changing words but copying the sentence structure of a source without giving credit
• Copying so many words or ideas from a source that it makes up the
majority of a work, whether the second author gives credit or not (“What
Is Plagiarism,” 2005, para. 5)
However, intellectual ownership of text may be a predominantly
Western concept. In Eastern cultures, it is an honor and an expectation that work will be copied. As children, Asian students are taught
to memorize texts as a sign of respect for authors. If an author writes
an idea particularly well, then it would be disrespectful for a student
to alter the original author’s words in a paper. Moreover, some Asian
students who responded to a study on plagiarism at the University of
Australia felt that “if they could take a chunk of text and then apply
166 BUSINESS COMMUNICATION QUARTERLY / June 2011
it in a suitable context, it was a successful educational process and
should not be construed as plagiarism” (Song-Turner, 2008, p. 44).
Such misunderstandings occur from a lack of knowledge regarding
proper citation. Some Asian students feel that as long as the author is
included in their footnotes, they can “cut and paste” what they want.
These students also have not been culturally immersed in an honor
and ethics system like their American counterparts.
A recent situation of plagiarizing happened in a business communication class of one of the authors that illustrates this last point.
Even though students were instructed to work on an assignment individually, two Indian students turned in a writing assignment that was
25% plagiarized. The original writer had left her completed paper
displayed on a shared computer and a second student copied some of
the original writer’s paper without acknowledgment. When confronted,
both students were surprised and shocked that this was a problem.
Also, since Asian primary education stresses science and mathematics, some students may be overwhelmed by the sheer amount of
writing that is required in Western universities. These students do not
have as much experience writing in their own language much less a
second language. When pressed for time and deadlines, the students who
felt that their own writing skills were inadequate finished the assignments quickly in a way that sounded intelligent (Song-Turner, 2008).
Plagiarism can have serious repercussions. The Smeal College of
Business of Penn State University recently revoked the admission of
one student and canceled six interviews because of plagiarized admission essays. Each of these students is Indian except one. Using Turnitin,
Smeal administrators also found at least 18 cases of mild and moderate plagiarism from the 250 applications they have reviewed for admission for the 2012 class (Pandit, 2010).
The director of an MBA program at a mid-Atlantic university
stated that in the past 5 years there have been five serious cases of
plagiarism, four involving Asian students. In these cases, it was determined that the intention to cheat was hard to prove. In most cases,
plagiarism was due to ignorance of proper citation techniques, sloppiness and haste, as well as the inherent challenges of writing research
while using English as a second language (C. Pittman, personal communication, December 10, 2010).
PEDAGOGICAL PIRACY: THE PLAGIARISM PROBLEM 167
Antiplagiarism Technology
Business communication instructors can use antiplagiarism software
as a preventative tool to teach all students about acceptable writing
standards in U.S. institutions of higher education. Instead of finding
themselves in uncomfortable and embarrassing situations, all students can be taught how to properly cite and acknowledge ownership
of ideas and research. Students, especially those from Eastern cultures, also will learn that they have to devote more time to obtaining
the writing skills necessary for undergraduate or graduate degree programs in the United States (Robinson, 1992).
Business communication professors need to be aware of and learn
about antiplagiarism software programs such as Turnitin and SafeAssign.
Turnitin was developed by John Barrie, a biophysicist at University
of California (UC) Berkeley, who designed the software to identify
cheating within his classes. He was amazed at the amount of cheating
that went on at UC-Berkeley, so he fine-tuned his software and began
selling it to other large universities (Read & Wasley, 2008).
Another antiplagiarism program is SafeAssign through Blackboard
9.1. Founded in 1997, Blackboard is now the leading software company in use among universities in the United States (Kowitt, 2009).
SafeAssign antiplagiarism software is free for all universities that use
Blackboard. Table 1 describes Turnitin and SafeAssign.
Other antiplagiarism tools available include PAIRwise from
the Center for Information Technology and Society at the University
of Santa Barbara, as well as PlagiarismChecker.com and Plagiarism
Detect.com. These latter two free services enable students to verify
that a paper is being submitted honestly. The use of these services
helps ensure that plagiarism is not an issue (“How College Pro
fessors Check,” n.d.).
Some students are insulted by the idea that their papers must be
submitted to antiplagiarism websites and through software programs
such as SafeAssign. They contend that these processes are contrary
to the notion of living under an honor system where everyone is trusted
to be honorable. However, the student who cheats has an unfair advantage over those who work honestly on their assignments.
The policy in many universities has become “trust yet verify.”
Business communication instructors should encourage their students
168 BUSINESS COMMUNICATION QUARTERLY / June 2011
Table 1. A Comparison of Two Antiplagiarism Programs (Read & Wasley, 2008)
Name
Turnitin
Owner
Cost
How It Works
What Happens to
Student’s Papers
iParadigms,
$1/student
industry leader,
more than
100 countries
Checks billions of web Automatically
pages, publications
becomes part
collected by Proquest of Tutnitin’s
and more than 10
database
million papers
already submitted to
the service
SafeAssign Blackboard, Inc. Free with
Uses Microsoft’s Live
Can be kept out
Blackboard Search Engine to
of database
check web pages, also
searches ProQuest
database, the
FindArticles search
engine, past papers
submitted by students
to SafeAssign’s
“Global Database”
and to separate,
campuswide archives
to use antiplagiarism technology to police themselves. This selfchecking policy stresses prevention over penalty and is better received
by many students.
Summary
Murray and Rowell (2009) have suggested that colleges and universities review their policies and institute “best practices” in how to
combat plagiarism in an increasingly digital age. Plagiarism is a huge
problem in higher education, particularly where international students
are concerned because of cultural differences and a general lack of
understanding of what constitutes plagiarism. For business communication instructors, technology is the key to solving plagiarism issues
before they occur. These instructors need to become experts in the
uses of technology to detect plagiarism and encourage their students
to submit assignments and papers that are plagiarism-free. If everyone uses technology cooperatively, instructors and students can avoid
possible misunderstandings or academic sanctions.
PEDAGOGICAL PIRACY: THE PLAGIARISM PROBLEM 169
References
American Association of University Professors. (1989). Statement on plagiarism. Academe,
75(5), 47-48.
Davis, M., & Carroll, J. (2009). Formative feedback within plagiarism education: Is there a role
for test-matching software? International Journal for Educational Integrity, 5(2), 58-70.
How college professors check for plagiarism. (n.d.). Retrieved from http://www.findcollegecards
.com/blog/how-college-professors-check-for-plagiarism
Kowitt, B. (2009). Blackboard rules the schools. Fortune, 160(9), 28.
Murray, W., & Rowell, G. (2009, October). A national strategy for ensuring authenticity in
student work. Paper presented at the Eighth European Conference on e-Learning, Bari, Italy.
Pandit, A. (2010, February 18). US B-school uncovers rampant essay plagiarism, revokes
admission calls & interviews, most of them Indians. Retrieved from http://www.pagalguy
.com/2010/02/us-b-school-uncovers-rampant-essay-plagiarism-revokes-admission-callsinterviews-most-of-them-indians
Read, B., & Wasley, P. (2008). Anti-cheating crusader vexes some professors. Chronicle of
Higher Education, 54(25), A1-A12.
Robinson, J. (1992). International students and American university culture: Adjustment
issues. Retrieved from ERIC database. (ED350968)
Song-Turner, H. (2008). Plagiarism: Academic dishonesty or “blind spot” of multicultural
education? Australian Universities Review, 50(2), 39-50.
What is plagiarism? (2005). Retrieved from http://www.ysu.edu/maag/find/plagiarism.html
Whicker, M., & Kronenfeld, J. (1994). Dealing with ethical dilemmas on campus. Thousand
Oaks, CA: Sage.
Robert H. Stowers is a clinical professor of management and leadership communication at the Mason School of Business of The College of William and Mary. He has
published previously in various journals, including Business Communication Quarterly,
Journal of Technical Writing and Communication, and Business Education Forum.
Address correspondence to Robert H. Stowers, Mason School of Business, The College
of William and Mary, P.O. Box 8795, Williamsburg, VA 23187; email: robert.stowers@
mason.wm.edu.
Julie Y. Hummel is interested in organizational communication issues. An MBA programs
administrator at The College of William and Mary’s Mason School of Business, she manages the Field Consultancy program and presently is a graduate student at The College
of William and Mary. She worked for more than 10 years as a project manager for
McKesson/HBO. Address correspondence to Julie Y. Hummel, Mason School of
Business, The College of William and Mary, P.O. Box 8795, Williamsburg, VA 23187;
email: [email protected].
Copyright of Business Communication Quarterly is the property of Association for Business Communication
and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright
holder’s express written permission. However, users may print, download, or email articles for individual use.
ORIGINAL RESEARCH
published: 28 July 2021
doi: 10.3389/fpsyg.2021.693183
The Impact of Social Media Usage on
Work Efficiency: The Perspectives of
Media Synchronicity and
Gratifications
Din Jong 1*, Shih-Chih Chen 2 , Athapol Ruangkanjanases 3* and Yun-Hsuan Chang 2
1
Department of Digital Design and Information Management, Chung Hwa University of Medical Technology, Tainan, Taiwan,
Department of Information Management, National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan,
3
Chulalongkorn Business School, Chulalongkorn University, Bangkok, Thailand
2
Edited by:
Shalini Srivastava,
Jaipuria Institute of Management, India
Reviewed by:
Andry Alamsyah,
Telkom University, Indonesia
Yuan Tang,
University of Electronic Science and
Technology of China, China
*Correspondence:
Din Jong
[email protected]
Athapol Ruangkanjanases
[email protected]
Specialty section:
This article was submitted to
Organizational Psychology,
a section of the journal
Frontiers in Psychology
Received: 10 April 2021
Accepted: 05 July 2021
Published: 28 July 2021
Citation:
Jong D, Chen S-C,
Ruangkanjanases A and Chang Y-H
(2021) The Impact of Social Media
Usage on Work Efficiency: The
Perspectives of Media Synchronicity
and Gratifications.
Front. Psychol. 12:693183.
doi: 10.3389/fpsyg.2021.693183
Frontiers in Psychology | www.frontiersin.org
As prevail of mobile networking, social media became ubiquitous in either work or our
personal life. Based on Media Synchronization Theory and transformational framework,
this study proposed a research model and examined how the social media’ attributes
impacting the work effectiveness through the work-oriented or social-oriented usage.
The data of 322 valid questionnaires from respondents was analyzed by SmartPLS 3.2.8.
The results indicated that the features of social media including availability and symbol
variety had the significant influences on their work efficiency through work-oriented
usage of social media. Publicness and symbol variety had impact on work efficiency via
social-oriented usage of social media. In addition, both social media for work-oriented
and social-oriented usage influenced employees’ work efficiency. There were different
considerations when people selected social media for work or for social purpose.
Managers or companies could guide their employees to use the social media in a right
way to increase their work features to complete their work efficiency, and create groups
for employees so the work information could be shared efficiently.
Keywords: social media, media synchronization theory, permanence, publicness, symbol variety, availability,
asynchronicity
INTRODUCTION
Social media were electronic tools that enabled users to communicate and exchange information
and facilitate interactions among different users (Zerfass et al., 2011; Criado et al., 2013; Song and
Lee, 2016). Social media technologies revolutionized the way people communicate and interact
socially within and outside of organizations in relation to the Internet, with considerable impact on
people’s careers and lifestyles (Correa et al., 2010; Turban et al., 2011; Moqbel et al., 2013; Holland
et al., 2016). Social media allowed people to communicate or collaborate online through various
platforms, weblogs, blogs, wikis, broadcasts, pictures, and videos (Broughton et al., 2009). Social
media changed the ways of communication by enabling two-way communication between users
rather than one-way.
The social media use at work attracted numerous attentions (van Zoonen et al., 2014a;
Van Zoonen et al., 2017). However, most of the researches were in a single perspective
(Villanueva et al., 2008), and focused only on social media use (Trainor et al., 2014; Jiang
et al., 2016; Parveen et al., 2016; Drummond et al., 2017), or on social media use at
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Jong et al.
Social Media and Work Efficiency
had been applied to traditional media to understand customer
behavior. Uses and Gratifications Theory explained the origin
of social and psychological needs that generated expectations of
the media, thus created different patterns of media exposure or
involvement in other activities that lead to satisfaction of needs
(Katz et al., 1973). Uses and Gratifications Theory has received
considerable attention in social media research, especially in the
satisfaction of customer’ needs (Dholakia et al., 2004; Porter and
Donthu, 2008; Chen, 2010).
In recent years, scholars used the UST to explain individuals’
social media use and demand satisfaction. For example, AliHassan et al. (2015) conceptualized demand and satisfaction
theory through three dimensions of social media use, including
demand, job innovation, social use, hedonic use, and cognitive
use, and examined their effects on practitioner performance.
Their findings indicated that the use of social and cognitive
technologies positively affected employees’ daily work and
innovative work, while the use of hedonic technologies negatively
affected daily work. Based on the UGT, Odoom et al. (2017) found
that the use of social media positively influenced the performance
gains that companies received, and UGT helped to explain why
people choose and respond to different types of media and
information when faced with numerous media and messaging
options (Xu et al., 2019). The principle of UGT to explain user
behavior was that media use was selective and self-conscious,
motivated by individuals’ rational needs. The expectation of their
needs would be met through specific types of media or content
(Ruggiero, 2000). Since the UGT provided a link between choice
and outcome, therefore, it was appropriate for the study to
explore the effects of social media use on productivity.
work (van Zoonen et al., 2014a; Van Zoonen et al., 2017), on
the intensity (Charoensukmongkol, 2014), or on the frequency
(Bretschneider and Parker, 2016) of social media use. Some
scholars investigated social media use at work mainly on the
relationship management (Tajudeen et al., 2018), information
search and sharing (de Zubielqui et al., 2019), job satisfaction, and
job performance (Parveen et al., 2015).
From the perspective of prior organizational behavior
research, social media could be divided into two categories:
personal social media and enterprise social media (Van Zoonen
et al., 2017). This study emphases on personal social media
than enterprise social media for the following reasons: First,
there has been extensive research on the use of enterprise
social media in the domain of information systems (IS)
over the past decade (Leonardi et al., 2013; Leftheriotis and
Giannakos, 2014; Huang et al., 2015; Parveen et al., 2015;
Bretschneider and Parker, 2016; Hacker et al., 2017; Wehner
et al., 2017; Archer-Brown and Kietzmann, 2018; Bulgurcu
et al., 2018; Osch and Steinfield, 2018; de Zubielqui et al.,
2019; Fu et al., 2019; Veeravalli and Vijayalakshmi, 2019;
Tamengkel and Rumawas, 2020). Some studies discussed the
impact of enterprise social media use in organizations, such
as organizational rules, norms, and policies, organization type,
and size (Bretschneider and Parker, 2016). The other studies
investigated whether the use of enterprise social media in
organizations could facilitate internal knowledge management
(Behringer et al., 2017; Kane, 2017; Bulgurcu et al., 2018),
communication efficiency (Korzynski, 2014), cross-nation social
networking (Van Osch and Steinfield, 2016), strategic vision of
communicators (Charoensukmongkol, 2014), perceived values of
utilitarianism and hedonism (Leftheriotis and Giannakos, 2014),
innovation (Lam et al., 2016; Kapoor et al., 2018; Papa et al.,
2018), job satisfaction (Charoensukmongkol and Sasatanun,
2017; Song et al., 2019), relationship satisfaction (Sheer and Rice,
2017), job performance improvement (Charoensukmongkol and
Sasatanun, 2017; Song et al., 2019), organizational performance
(Garcia-Morales et al., 2018), or corporate performance (de
Zubielqui et al., 2019; Nisar et al., 2019). Second, unlike enterprise
social media, which is strictly limited used by organizational
employees, personal social media was available for everyone. That
meant that personal social media could easily bridge the gap
between personal and professional lives. The use of personal
social media not only allowed employees to communicate and
connect with their families or handle family matters at work,
but also let employees to receive and complete work assignments
after working hour, in the evening or on the weekends when at
home (Moqbel et al., 2013). Therefore, in synthesis with above
discussion, this study would emphasize to evaluate and explain
the impact of different characteristics of social media on work
efficiency through the work-oriented and social-oriented usage
intention of social media.
Social Media Use
Social media could be used for either social or work-related
purposes in enterprises (Gonzalez et al., 2013). Social media
such as WeChat was widely used for work-related purposes in
Chinese enterprises (Zhang et al., 2018). In Taiwan, Apps such
as Line or Facebook Messenger are common to be used in the
workplace. Based on the UGT, Liang et al. (2020) conceptualized
the employee’ needs of using social media into two dimensions:
work-oriented and social-oriented. Their study confirmed that
employees would use social media for social-related or workrelated purposes. The use of social-related motives promoted
employee job satisfaction, while the use of work-related motives
increased employee productivity.
Specifically, social-oriented usage of social media was defined
as the use of social media to establish new social relationships
like making new friends, to identify individuals with common
interests, and to maintain contact with existing friends and
customers. Work-oriented usage of social media was defined as
using social media to discuss work with colleagues, or to share
document and file information within the organization. Since the
UGT provides a link between usage choices and their outcomes
(Liang et al., 2020), UGT could be considered as a framework
for understanding the relationship between motivation and
productivity in the media use (Stafford et al., 2004; Ali-Hassan
et al., 2015).
LITERATURE REVIEW
Uses and Gratifications Theory
Uses and Gratifications Theory (UGT) was a mass
communication theory (Eighmey and McCord, 1998) that
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Social Media and Work Efficiency
et al., 2014; Ng et al., 2016), routine and innovative performance
(Ali-Hassan et al., 2015; Kuegler et al., 2015; Ng et al., 2016). For
example, prior studies examined the potential social, hedonic,
and cognitive outcomes when employees used personal-based
social media (Ali-Hassan et al., 2015; Ali et al., 2019; Cao
and Yu, 2019). Liang et al. (2020) showed that employees
would use personal or corporate social media for work and
social-related purposes. The use of social-related motives can
promote employee job satisfaction, and work-related motives
can increase employee productivity. Therefore, the following
hypothesis is proposed:
According to the UGT, employees achieved satisfaction when
they chose a specific media that could meet their needs. Social
media had significant impacts on various communication or
management in either workplaces or businesses. Previous studies
had shown that the use of social media in organizations could
facilitate internal knowledge management (Korzynski, 2014;
Behringer et al., 2017; Charoensukmongkol and Sasatanun, 2017;
Kane, 2017), and increased communication efficiency, and even
enhance work performance. Therefore, this study extended the
work of Liang et al. (2020) to classify the type of social media
use for employees, and explored how the characteristics of social
media affected the work efficiency. This would bridge the gap
between theory and practice and provide reference for corporate
decision making.
H1: Work-oriented usage of social media positively affects
work efficiency.
Work efficiency is the ratio of labor output to time invested in an
event (Sickles and Zelenyuk, 2019). Previous researches focused
on productivity increasement (Liang et al., 2020; Priyadarshini
et al., 2020; Vithayathil et al., 2020), and the factors that
influenced productivity (Sutanto et al., 2018). Regarding the
relationship between social media use and work productivity,
studies has shown that work-related social media use could
enhance the quality of communication and information exchange
among employees, which in turn positively affected their work
productivity (Leftheriotis and Giannakos, 2014).
Social media for social-oriented usage is to exchange personal
information in a social manner, and to gain social and emotional
support through the expression and connection of one’s identity.
When employees used social media for social-related purposes,
they generated online communication and social interaction.
Employees’ motivation for using social media was primarily to
observe the market (i.e., data collection), and secondarily to
maintain contact with customers (i.e., strengthening contacts)
(Leftheriotis and Giannakos, 2014). Based on the above
discussion, the following hypotheses were proposed:
Media Synchronicity Theory
Media Synchronicity Theory (MST) by Dennis et al. (2008)
suggested that synchronization existed between people
when they worked together. Media Synchronicity Theory
identifies five objective capabilities that could affect the level
of synchronization:
• Transmission speed: the speed at which the media can
transmit messages.
• Parallel processing: the degree to which the media can transmit
messages from multiple senders simultaneously.
• Symbol diversity: the number of ways in which information
can be conveyed.
• Rehearsal: the degree to which the communication media
allows senders to rehearse or adjust messages before
sending; and
• Re-processing: the degree to which messages can be rechecked
or reprocessed by the recipient.
In addition, Dennis et al. (2008) proposed that all tasks were
composed of two communication processes: conveyance and
convergence. The conveyance process focuses on the exchange
of large amounts of new information, while the convergence
process involves consensus on the information already processed.
Media Synchronicity Theory attempts to determine the ideal
match between media capabilities and communication processes
in terms of achieving optimal communication performance. In
addition to explaining how different media capabilities affected
the effectiveness of communication, Media Synchronicity Theory
also examined the differences in the communication process
and the degree to which individuals must be involved in
the transmission and processing of messages in order for
communication to be successful.
H2: Social-oriented usage of social media positively affects
work efficiency.
Media synchronization theory was used to describe and evaluate
physical media functions (Muhren et al., 2009; Davison et al.,
2014). This theory identified five physical media functions that
may affect media synchronization. They were 1. transmission
speed, 2. parallel processing, 3. symbol diversity, 4. rehearsability,
and 5. reprocessing. Previous studies found that the functions of
social media had impact on work performance (Leftheriotis and
Giannakos, 2014; Wang et al., 2016; Salehan et al., 2017). Based
on the social media features proposed by Nesi et al. (2018), this
study consolidated them into five social media features that may
affect the motivation of social media use: asynchronicity, work
efficiency, publicness, accessibility, and symbol variety.
The aspect of asynchronicity has long been emphasized in
the study of psychology or media influence (Valkenburg and
Peter, 2011; McFarl and Ployhart, 2015). Berger (2013) stressed
the inherent asynchronous nature of non-verbal communication,
which is more prevalent in social media. Social media varied
in the response time when communication. For example,
video communication provided nearly perfect synchronization,
whereas email was in an asynchronous manner, leaving more
RESEARCH METHODS
Research Hypotheses
The literature review on enterprise-based social media use
indicates that social media use can enhance work performance
(Wu, 2016; Brooks and Califf, 2017; Moqbel and Nah, 2017;
Tamengkel and Rumawas, 2020), organizational performance
(Parveen et al., 2015; Tajvidi and Karami, 2017; Garcia-Morales
et al., 2018; Nisar et al., 2019), situational performance (Trainor
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Jong et al.
Social Media and Work Efficiency
Social media allowed information to be shared within a large
group of people simultaneously. McFarl and Ployhart (2015)
described this phenomenon as interdepende
