Theory of Media Opportunity

Information Opportunity Theory

The rich media theory is based on the rich media theory of Daft and Langel ( Information richness theory , 1984) ^[2] . Initially, they study communication at the workplace and its models in the organization , as well as various types of communication for specific purposes of the organization. The theory of the wealth of information opportunities is based on the proposition that the completeness of the information received depends on the method of obtaining it. As a result, Daft and Lengel come to the conclusion that there is no universal means of communication that would be suitable for any communication task.

The richness of opportunities ( richness ) they define as "the potential capacity of the data during the transmission of information" ^[2] . Consequently, the means of communication determines the richness of the information provided.

The Theory of Wealth of Media Opportunities (1986) expands the theory of information opportunities of Daft and Langel (1984) and introduces new concepts ^[3] . Two of its main assumptions:

1. in the course of communication, people try to overcome equivocality and uncertainty
2. certain means of communication and information transfer work better for certain types of communication

The choice of means of communication, according to theory, is divided into three types. The choice is effective when the wealth of possibilities of the chosen means of communication corresponds to the complexity of the task. If the communicative task is too simple for a given means of communication, then the theory describes this choice as "overcomplication", which leads to ambiguity in understanding the message. Otherwise, “oversimplification” occurs , and a feedback problem arises ^[4] .

The concept of ambiguity in theory

When solving the communicative task, it is necessary to lower the level of uncertainty (find the right answer to the question) or ambiguity (determine the right question, the answer to which should be found). According to the theory of the richness of media opportunities, the richer the means of communication, the more it is adapted to eliminate ambiguity. The least affluent means of communication, on the contrary, are intended, according to theory, to eliminate uncertainty.

From this position of the theory it follows that various communication methods should be used depending on the richness of their capabilities, based on whether uncertainty or ambiguity is presented in the situation.

Four characteristics of communication tools

The definition of the wealth of means of communication, according to theory, occurs in accordance with four criteria ^[5] :

1. Possibility of instant feedback : communication is considered complete when a reaction is received in the form of feedback to the transmitted message. Feedback can also show if the message was understood correctly. The presence of feedback allows you to instantly fix errors in the transmission of a message ^[6] .
2. Ability to transmit various types of messages : information can be transmitted in various forms, for example, in the form of text, audio and / or video messages. The more types involved in the transmission of the message, the more information will reach the recipient of the message.
3. The variety of languages ​​used : Daft and Lengel classify languages into two types: high and low degree of diversity ^[7] . Languages ​​with a high degree of diversity are not limited in the use of symbols, convey a wide range of ideas and are open to interpretation; these include, for example, natural languages , music or art . Languages ​​with low diversity include bounding characters, convey a narrower range of ideas, are factual and not open to interpretation (such as mathematics or statistics ). The richer means of communication , according to theory, will be those that use languages ​​of a high degree of diversity.
4. Focusing media on the individual : each communication channel has a different degree of focusing on the person. Thus, the greater this focus, that is, if the communication medium can convey, for example, personal feelings or emotions, the more information in the message will be transmitted.

The more of the above listed characteristics is observed in the communication channel, the more it is rich in its capabilities. Accordingly, the following types of communication can be distinguished: personal communication (face-to-face), communication through visual, auditory or textual means ^[5] .

Graduation of wealth of communication tools

Daft and Lengel offer a five-level structure of communication-rich means of communication, where they are distributed according to their wealth from the highest (personal communication, face-to-face communication) to the lowest (formal text recording). The scale was also based on the response capabilities used in communication channels, the source of information, and the language used.

Personal communication (face-to-face) in this sense is a more preferred form of communication than written, since verbal communication in general allows you to instantly respond to a message. The importance of oral communication is also emphasized by the influence of non-verbal signals on it: visual contact, body movements, facial expressions convey some meaning besides verbal communication . According to a study by a professor of psychology at the University of California, Los Angeles, Albert Meyerabian on comparing verbal and non-verbal communication and interpersonal communication, only 7% of the content is transmitted using verbal language, and the remaining 93% comes from non-verbal means (38% for voice and intonation, and 55% - on facial expressions) ^[8] .

Today, according to increasing wealth of opportunities, communication channels can be arranged as follows:

• text message
• documents without a specific addressee
• letters and emails
• emails with attachments / pictures
• voice messages
• phone
• video conferencing
• personal communication (face-to-face)

Each new level adds new details to communication, which means it increases the amount of information delivered and understood by the message recipient.

Today, the theory of the richness of media opportunities is one of the most popular and frequently used theories of computer-mediated communication , although it appeared before the Internet and electronic methods of communication entered everyday life ^[9] .

The theory explains the relationship between objects that are familiar to many of everyday life when using various means of communication.

The formal provisions of the theory are applied in order to be able to present certain professional and technical requirements for communication systems in an organization. This also applies to online education (E-Learning, Computer-Supported Cooperative Learning).

Less rich in their capabilities are letters or e-mail. They can be used to solve only the simplest communication problems (those that do not involve discussion or feedback).

The richest are such forms of interpersonal communication as a dialogue, meeting or seminar (workshop).

Online Education

The theory of the richness of media opportunities has found wide application in the field of online education (e-learning) ^[10] , where, in particular, the least rich in possibilities will be the use of a text course that does not have elements of synchronous communication, while a synchronous video conference or webinar will be Online learning is the richest way of communication at the moment.

The richer the technology available to students and teachers, the higher the level of satisfaction with communication between students and teachers, as well as among students themselves ^[11] .

Thus, it is proposed to use several methods of communication with students simultaneously in online education and online courses, for example, to add an explanation in the form of an audio or video message, audio-visual material to the traditional task in text form ^[12] .

The theory has been criticized in two ways ^[13] :

1. the level of wealth of media capabilities remains unchanged regardless of which person uses it (does not take into account the human factor)
2. communication tasks can have both a degree of uncertainty and ambiguity - then, according to theory, it is impossible to choose between a more or less rich communication channel

The model proposed by Daft and Langel was criticized by the fact that the four characteristics underlying the theory are suitable only for traditional means of communication, but do not fully reflect the connections in computer-mediated communication . For example, e-mail correspondence does not fit so clearly into the presented model, because, although it is only a text form, which puts it in the Daft and Langel hierarchy quite low, provided that the participants in the correspondence are online, it provides a quick response reaction to messages, therefore, cannot be compared, for example, with traditional letters ^[9] .

Theory of Media Synchronization

In 1998, Alan R. Dennis and Susan Kinney questioned the theory of the richness of media opportunities, testing the theoretical provisions of the theory, in particular, in an online environment ^[14] . The theory of the richness of media opportunities has long remained empirically unconfirmed, and after the experiments Dennis came to the conclusion that the theory needs to be expanded. In 1999, Alan R. Dennis and Joseph S. Valasic used the provisions of the theory of wealth of media opportunities, expanding and empirically substantiating it in his theory of media synchronism ^[15] .

Communication can be synchronous or asynchronous. As for the richness of the means of communication, a certain relationship with their synchronism can be traced: the more complex, i.e. the richer the communication channel, the greater the likelihood that it is suitable for synchronous communication. In this case, synchronism primarily gives the opportunity to receive timely feedback on the transmitted message content.

• Communication
• Computer Mediated Communication
• Feedback
• Non-verbal communication
• Theory of Social Presence
• E-learning