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| Foundations | |
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| Introduction: Underpinning Ideas | |
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| Focus | |
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| Purpose | |
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| Interactivity | |
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| End Users | |
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| Paradoxical Implications | |
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| Process of Human Communication on the Internet | |
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| Focus | |
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| Developmental Perspective | |
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| Where Do We Start? | |
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| Cyberliteracy | |
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| Why Study Human Communication on the Internet? | |
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| Communication Media | |
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| Language and Writing | |
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| Visual Medium | |
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| Models of Communication | |
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| Tensions of Communication on the Internet | |
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| Focus | |
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| Globalization | |
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| Cyberspace | |
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| Theoretical Roots | |
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| Humanist versus Behavioralist Approach | |
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| Meaning | |
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| Adoption and Diffusion | |
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| Informing and Conversing | |
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| Functions | |
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| Informatics | |
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| Focus | |
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| What Is Informatics? | |
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| Research Communication | |
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| Scholarly Communication | |
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| Refereed Journals | |
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| Critical Reading and Peer Review | |
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| Quality Primary Sources about Communication | |
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| Online Databases | |
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| Full-Text Databases | |
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| Skill Section: Online Search | |
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| E-Journals | |
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| Journalism and Internet Scholarship | |
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| Communicating Scholarly Research Online | |
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| Online Scholarly Discussion Groups | |
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| The Play of Internet Communication | |
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| Focus | |
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| The Play of the Internet | |
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| Imaginative Play Like a Child | |
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| Identity Role-Playing | |
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| Interplay with the Self or Other | |
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| Play Like Theater | |
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| Games for Destruction | |
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| Playful Work | |
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| The Fun of Something New | |
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| Play of Computer Games | |
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| Playful Metaphors | |
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| Example Metaphor | |
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| Interplay between Internet and Communication Principles | |
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| Internet Communication Is a Process | |
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| Adapting to the Internet Will Increase Communication Effectiveness | |
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| Communication Is Irreversible | |
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| Internet Meanings Are in People | |
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| No One Can Experience Totally Effective Communication on the Internet | |
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| Skill Section: Communication Design on the Web | |
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| Polarization of People | |
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| Focus | |
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| Intensification of Polarization | |
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| Digital Divide or Technical Together? | |
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| Cognitive Dissonance | |
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| Video Games | |
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| Privacy | |
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| Hoaxes, Rumors, and Myths | |
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| Internet Addiction | |
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| Hostile Metaphors | |
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| Flaming | |
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| What Stimulates Flaming? | |
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| Personal Fear | |
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| Hate Speech | |
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| Fear of Terrorism | |
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| Facing Fears | |
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| Communication Modes | |
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| Intrapersonal Communication as Cognitive Collaboration | |
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| Focus | |
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| Intrapersonal Communication and the Internet | |
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| Inner/Outer Speech | |
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| Resolving the Inner/Outer Dichotomy | |
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| The Self and the Internet | |
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| Attributing Human Characteristics to Computers | |
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| Interactive Communication | |
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| Role-Playing Identity | |
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| Culture | |
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| Age | |
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| Gender | |
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| Interpersonal Communication on the Internet | |
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| Focus | |
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| Relationship between Interpersonal and Internet Communication | |
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| Meeting People and Creating Relationships | |
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| Enhancing Relationships with Family and Friends | |
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| Maintaining Long-Distance Relationships | |
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| Skill Section: Speed, Reach, Anonymity, Regard, and Interactivity | |
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| Influence on Family | |
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| The Internet as a Source of Communication Content | |
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| Using the Internet to Increase Human Interplay | |
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| Reinforcing a Child's Self-Esteem | |
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| Enabling New Opportunities for Interpersonal Relationships | |
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| Online Relationships | |
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| Groups | |
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| Focus | |
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| Mediator of Human Communication | |
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| Connecting People Who Have Needed Information or Resources | |
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| Empowering the Self through Support Information and Self-Expression | |
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| Improving the Quality of Life | |
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| Storytelling in Groups | |
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| Developing Community through Groups | |
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| Characteristics of Online Group Discussion | |
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| Unique Language | |
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| Ignoring | |
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| Lurking | |
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| Conversation Lulls | |
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| Skill Section: High-Volume E-mail | |
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| Internet Anonymity | |
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| Virtual Reality | |
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| Lack of Nonverbals | |
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| Skill Section: Considerations for Moderating Online Discussion | |
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| Consider Creating a Pragmatic System in Advance | |
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| Consider Encouraging Brief E-Mails | |
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| Consider Avoiding Private, Direct E-Mails | |
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| Consider Allowing Confidential Talk | |
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| Health Care Empowerment through Groups | |
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| Patient-Doctor Communication | |
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| Patient Storytelling Groups | |
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| Accuracy of Information | |
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| Contexts outside the Home | |
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| Workplace Contexts | |
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| Focus | |
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| Perspectives of Understanding Organizational Communication | |
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| Revising Traditional Theories about the Workplace | |
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| Bureaucracy | |
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| Scientific Management | |
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| Administration | |
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| Classical Management | |
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| Human Relations | |
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| Theory X and Theory Y | |
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| Participative Decision Making | |
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| Symbiotic Relationship between People and Organizations | |
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| Contingency Theories | |
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| Business Communication on the Internet | |
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| Systems | |
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| Communication Patterns | |
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| Roles | |
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| Tensions | |
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| Paradoxes Abound Regarding the Internet and Organizations | |
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| Decision Making | |
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| Internet Play May Interfere with Business | |
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| Culture and Climate | |
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| E-Business | |
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| Online Business Interaction | |
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| Consumer Communication | |
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| Interpersonal Communication | |
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| Collaborative Communication | |
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| Groupthink | |
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| Communication Overload | |
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| Risky Communication | |
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| Skill Section: Manager Communication | |
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| Educational Contexts | |
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| Focus | |
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| Intensified Learning | |
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| Allow Anyone to Learn Anything, Anytime, Anywhere | |
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| Intensification of Effort | |
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| Educational Policy and Internet Communication | |
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| Academic Collaboration | |
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| Implications | |
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| Consequences and Conclusions | |
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| Focus | |
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| Convergence | |
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| Communication Perspective | |
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| In the Works | |
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| Reflections | |
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| Skill Section: Internet Behavior | |
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| Confirm Important Communications | |
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| Engage Your Sense of Humor | |
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| Ask Questions | |
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| Use Netiquette | |
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| References | |
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| Index | |