Emailing Habits of UCLAN Staff and Students - Research Paper Example

? Emailing Habits of UCLAN Staff and Emailing Habits of UCLAN Staff and Abstract Communication has become a way of life in the post modern era. People on the jobs, at college or at school interact and communicate to get socialized. They communicate to exchange ideas, thoughts and information. The same trend is found in colleges where teachers and students are found communicating through electronic mails. This study has analyzed the case of University of Central Lancashire, where faculty, staff and students are found communicating through emails and email portals. The study has analyzed the importance of email in the campus life. It has accessed of how frequently and for what purpose emailing assists teachers and students in the campus. Keywords Communication; information; technology; email; emailing habits; electronic mail. Research Aims & Objectives To uncover the literature highlighting the importance of electronic mails. To analyze and comprehend email as a tool of campus communication. To determine the patterns of the use of the electronic mail by UCLAN staff and students. To draw understanding of the importance of electronic mail. Literature Review Introduction & Background In the modern era, where technology (computers and internet) is at every door step, people want to remain connected. Being connected means the way of life of the modern digital world [1]. No matter those are working men, teachers or students everyone is found interacted and engaged in this post modern system. This is all due to the vibrant World Wide Web media which incarnates strongest integration with the removal of the gaps of communication [1]. Communication is to have each others’ guidance and support at the time during work or during leisure period. This requirement of communication is fulfilled through internet which has closed down the spaces of society, community and the people of the system [8]. Students which are part of the society and are in the fast track bring the best use of internet. They get integrated with peers and teachers using different connecting mediums on the internet and on the World Wide Web media [13]. For exchanging thoughts during leisure time social media is mostly popular in students, but when a formal approach is needed, emailing is the right way to get connected [13]. Adapting the email format comes out suitable and sufficient for both teachers and students, as this is the method majority of institutions and colleges apply [2]. Emailing effectively connects students and teachers. It connects students, teachers and peers and maintains the relationship of the groups during the college time and the off time status. This is how through emailing habits, use of computer is there among students and among the faculty staff members [3]. A communication circle is maintained and regulated by emailing and the emailing habits [2]. Theoretical Framework The contemporary literature highlights that the use of technology (computers) and internet is extensive in college and high school level [9]. There are considerations given to college students in understanding their behaviors and their routine habits. The researchers have pointed out that the majority of students are habitual in using internet where the use of social media is most vibrant and adaptive. In perceptions of faculty staff members, students use internet to communicate [9]. They use it to create a social circle with peers and also to acquire lectures and tutorials during their off campus times. The literature highlights two types of communication patterns that emerge from students and faculty staff members. The patterns identified are casual in which students come across to communicate peers and formal in which students concisely communicate with teachers. The authors identify that most formal communications are based on emailing [5]. Such formal communications are frequent through regular emails. Students send emails to teachers to take off time support on class lectures and presentations while teachers remain parallel on replies to explain taught demonstrations. This is how an off time association is developed between teachers and students via emailing [5]. This is all what augments the emailing habits, which come out positive and productive for both students and faculty. Emailing habits develop through the extensive use of technology and the use of technology is due to the prevailing trend and custom [12]. During education days students and teachers both are in the trend of using technology. And this trend is what increases the extent of emailing habits [9]. The modern literature describes emailing habits as habits to enjoin people. These are habits which enjoin groups to groups for their exchange of information and personal data [4]. Students as the first exchange group share academic information through emails, while teachers as the second group share guidance through electronic mails [12]. Such regular exchange of information is what describes students and staff emailing habits. Actually, emailing habits describe a connection-a relationship between two exchange groups or two exchange partners (students and teachers) [4]. In the contemporary literature, a third purpose of emailing is also quite apparent. The purpose of connecting the staff, faculty and staff members is the most highlighted and most discussed in the literature [13]. Teacher to teacher communication is possible through electronic mails [10]. Sending emails on the real time basis is to ensure the exchange of the message - the message for faculty and staff members. A formal communication pattern is restored through formal emailing and the staff emailing habits [11]. Technology Acceptance Model (TAM) The technology acceptance model states that people accept or use technology when they are in special habits of using it. Likewise, students and teachers which are in habits of sending emails bring the essential use of technology (computer and internet). According to McKechnie, if technology is most accepted it means that people are well engaged, coordinated or integrated. Low communication gap means promotion of the social psychology theory [11]. In this way, the TAM model identifies that technological use reduces the gap between teachers and students. It removes the distance between two exchange groups (teachers and students) which results in effective coordination [11]. Empirical Evidence The study by Uddin and Jacobson (2013) found that students during their semesters use email as a computer-mediated communication tool. Analyzing responses of 34 students, the study found that students use emailing as a communication tool throughout their semester period. The study identified that students use email for developing a formal and casual communication network with peers, teachers and staff [11]. A study by Mansor & Said (2012) gives the importance of electronic mail portals. It describes the importance of emails and the email portals in staff and students communication. The study indicates that using electronic mail portals staff and students store, distribute and retrieve academic information. They use portals for exchanging curriculum information. From 200 responses attained from Malaysian campuses, the study found that electronic portals are in direct support for faculty and students [10]. According to a study by Kazley and Freeland (2013), campuses deploy learning management systems to assist faculty, staff and students. At the first learning management systems include lecture capture portals, video-conferencing technologies and emailing portals [4]. Through such learning management systems, staff and students are able to cross communicate. Exchanging thoughts on lectures and demonstrations is possible through campus based learning management systems. Analyzing a focus group data, the study found that emailing systems are part of the learning management system and therefore should be remained opened for 24/ 7 to assist staff, faculty and students [4]. Research Design Adapted Research Method To analyze the emailing habits and patterns of students and staff, the researcher has adapted the quantitative research method. Using quantitative research method, the researcher built an experimental-statistical ground of research in order to analyze the emailing habits of UNCLAN staff and students. The quantitative approach provided a deductive basis to researcher for analyzing the case of University of Central Lancashire [7]. The Applied Statistical Analysis To carry out a quantitative survey research, the study used statistical analysis tool. The technique gave a statistical framework to test the responses of the 24 participants (staff and students) of the questionnaire [7]. The questionnaire included a total of nine questions to generate findings and results. These findings were compared to the derived hypothesis in order to accept or reject the hypothesis at the conclusive part of the study. Using, t-test statistical analysis a comparison of responses was made. This was to compare the means taken on the responses of students and the responses of UCLAN staff respectively. With a comparison of responses a thorough understanding was made on students and staff emailing habits [6]. Research Perspective Hypothesis H1: Emailing serves the purpose of exchange- exchange of information and academic data in between students, peers and teachers of the UCLAN campus. H2: Emailing is most adapted and effective medium of communication in students, staff and faculty members of the UCLAN campus. Due to limitation of time and resources, the researcher has entirely focused on the UCLAN campus case. A sample of 24 participants was selected to take responses on emailing patterns and habits of students and teachers. The purpose of the study was to understand emailing as a communication method. It was to understand that how supportive email system is for students and teachers during their campus periods. The main research perspective was to acknowledge the relationship between technology (electronic mail) and communication respectively. To meet the purpose and aim of the study, the researcher divided participants in two response groups; students and staff. Out of 24, 12 were taken from the students group and the remaining 12 from the staff members respectively. This is how a comprehensive view was taken from the responses. Method of Conducting Research- Data Collection Adapting the quantitative research method, researcher conducted both primary and secondary researches. For secondary research, the researcher collected data from books, journals and scholarly abstracts. This was to cover the literature on information technology, communication and emailing. With secondary research theoretical framework of the subject was drafted [6]. For primary research, the researcher collected data through the UCLAN campus. A sample of 24 participants from campus was included. This was to take a comprehensive view and response on the designed questionnaire. The questionnaire was based on understanding of students and staff’s emailing habits. The data obtained from the campus became the primary source of research and the source for obtaining the conclusive findings [7]. Findings and Discussion The study brought a diversified view on the emailing habits of UCLAN students and staff. Out of 24 participants, 22 accepted emailing as an effective tool of communication. They agreed that emailing is a fast and interactive way of socializing. 10 students agreed that email portal has become the essential requirement of the UCLAN campus. It is through the email portal students approach to their teachers during their off campus time. Majority of the teachers stated that emailing regulates the connectivity among the staff and staff members. 10 of the teachers averred that emailing habits engage students with teachers. It engages teachers with students for guiding them in their daily work tasks and assignments. The study also found that students during their off campus time are in the habit of sending emails. Out of 12 students 7 stated that they send emails to their friends and peers. This is for socializing and gathering around with peers during the off campus time. During university and college sessions, teachers and students require regular communication. Emailing is what comes out as an effective way of communication. It is the optimum tool for interaction; for interaction between the students and with the staff and teachers respectively. The contemporary literature has also highlighted how frequently students and teachers interact through emails. The campuses have stored learning management systems where there are portals of emailing and communication. This is to regulate both on time and off time campus discussions between students, teachers and staff respectively. Emailing habits come out sufficient for both staff and students. This is something that both students and teachers need at the time of their semesters and sessions. Analyzing the case of the UCLAN staff and students, emailing is in the trend of all. Students send emails to their peers for socializing and forming an off time campus community, while teachers send emails to discuss the curriculum and office work. On further, by analyzing the responses of 24 UCLAN participants, it has been found that emailing is essentially required by the campus staff and students. Apart from forming a friend circle, students also send emails to their teachers for discussing their class sessions and subjects. Teachers reply to students to share academic data (class presentations and previews) and to assist students during the off campus period. This is how a connection is restored between UCLAN students and staff by emailing and by the emailing habits. Conclusion Conclusively both the hypothesis (H1 and H2) are accepted which stated that email is frequent and most adapted communication tool for students and staff of the UCLAN campus. The conclusion drawn from the study signifies the importance of electronic mail. It signifies the importance of email in the campus life and in the campus system. List of References Aldrich, T., 2008. College Community and Computer-mediated Communication: The Student Voice. Ann Arbor: ProQuest. Coates, H., 2006. Student Engagement in Campus-Based and Online Education: University Connections. New York: Taylor & Francis. Harper, S. & Quaye, S., 2008. Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations. New York: Routledge. Kazley, A. & Freeland, M., 2013. Understanding the use of Educational Technology Among Faculty, Staff and Students at a Medical University. TechTrends, 57(2), pp.63-70. Kolowich, S., 2011. How will students communicate? [Online] Viewed at: [Accessed 26 June 2013]. Martin, W. & Bridgmon, K., 2012. Quantitative and Statistical Research Methods: From Hypothesis to Results. New York: John Wiley & Sons. Newman, I., 1998. Qualitative-Quantitative Research Methodology: Exploring the Interactive Continuum. Carbondale: SIU Press. Ohiagu, O., 2010. Influence of Information and Communication Technologies on the Nigerian Society and Culture. Research Report. Saarbrucken: VDM Publishing. Robinson, S. & Stubberud, H., 2012. Communication preferences among university students. Academy of Educational Leadership Journal, 16(2), pp.105-13. Said, N. & Mansor, F., 2012. The Use of I-Staff Portal among Non Academic Staff in Public University in Malaysia. International Journal of Business and Social Science, 3(16), pp.210-15. Uddin, S. & Jacobson, M., 2013. Dynamics of email communication among university students throughout a semester. Journal of Computer Information Systems, 64, pp.95-103. Waddington, A., 2010. Improving Communications with our students. Research Report. Manchester: The University of Manchester. Watts, A., 2001. The role of information and communication technologies in an integrated career information and guiding system. Research Report. London: OECD. Appendix I Questionnaire (UCLAN Staff and Students) Series Questions Participants Agree Disagree 1. Will you agree that email is more adapted by students than teachers? Students 2. Does electronic mail helps in socializing with peers? Students 3. Is email the right way to approach staff/ faculty/ teachers? Students 4. Does email supports in exchanging academic information like class sessions, presentations or tutorials? Students 5. Do you find email as an interactive way of communication? Students 6. Will you agree that email is more adapted by teachers than students? Staff 7. Does electronic mail assists in coordinating with staff members or students? Staff 8. Is email the right way to communicate with students? Staff 9. Do you find email as an interactive method of communication? Staff Appendix II Responses of Students Will you agree that email is more adapted by students than teachers?   Students Agree 6 50.0% Strongly Agree 4 33.3% Disagree 1 8.3% Strongly Disagree 0 0.0% Neither Agree nor Disagree 1 8.3%   12 100.0% Does electronic mail helps in socializing with peers?   Students Agree 7 58.3% Strongly Agree 3 25.0% Disagree 0 0.0% Strongly Disagree 0 0.0% Neither Agree nor Disagree 2 16.7%   12 100.0% Is email the right way to approach staff/ faculty/ teachers?   Students Agree 8 66.7% Strongly Agree 2 16.7% Disagree 1 8.3% Strongly Disagree 0 0.0% Neither Agree nor Disagree 1 8.3%   12 100.0% Does email supports in exchanging academic information?   Students Agree 5 41.7% Strongly Agree 6 50.0% Disagree 0 0.0% Strong Disagree 0 0.0% Neither Agree nor Disagree 1 8.3%   12 100.0% Do you find email as an interactive way of communication?   Students Agree 5 41.7% Strongly Agree 7 50.0% Disagree 0 0.0% Strongly Disagree 0 0.0% Neither Agree nor Disagree 0 8.3%   12 100.0% Staff Responses Will you agree that email is more adapted by teachers than students?   Staff Agree 8 66.7% Strongly Agree 3 25.0% Disagree 0 0.0% Strongly Disagree 0 0.0% Neither Agree nor Disagree 1 8.3%   12 100.0% Does electronic mail assists in coordinating with staff members or students?   Staff Agree 4 33.3% Strongly Agree 8 66.7% Disagree 0 0.0% Strongly Disagree 0 0.0% Neither Agree nor Disagree 0 0.0%   12 100.0% Is email the right way to communicate with students?   Staff Agree 9 75.0% Strongly Agree 2 16.7% Disagree 0 0.0% Strongly Disagree 0 0.0% Neither Agree nor Disagree 1 8.3%   12 100.0% Do you find email as an interactive method of communication?   Staff Agree 7 75.0% Strongly Agree 3 16.7% Disagree 0 0.0% Strongly Disagree 0 0.0% Neither Agree nor Disagree 1 8.3%   12 100.0% Read More