Channel expansion theory

Channel expansion theory (CET) is a theory of communication media perceptions that incorporates experiential factors to explain and predict user perceptions of a new communication media. The theory suggests that the more knowledge and experience users gain from using a channel, the richer they perceive the medium to be. In order to understand different users' perceptions of any medium, the theory suggests that it is important to consider the users' prior knowledge-building experiences relating to use of the same medium. Carlson and Zmud, who developed the theory in 1999, used the example of the email and identified the following four experiences as important in shaping individuals' perception of media richness: experience with the channel, experience with the message topic, experience with the organizational context, and experience with a communication partner.

This theory attempts to explain how various forms of electronic communication influence the perception of a user.

Background

Social presence theorists have argued that users' experience interacting via a particular channel depends on how co-present media allows communicators to feel. Media richness theorists, Daft and Lengel, suggest face-to-face communication is the best medium for equivocal, or complex, communication between two people. And, that less-rich mediums can be effective so long as the complexity of the information being transferred from one party to the other does not exceed the channel's capacity. Channel expansion theory moves away from Daft and Lengel's fixed labeling of rich and lean media, and instead suggests that user’s perceptions of media richness are dependent on users' prior experience with the channel/medium. In this sense, the more knowledge-building experiences users acquire with a given channel (context, partner, and topic) their perceptions of the medium will be richer, and they will be more likely to use it effectively.

To expand on this position, the technology acceptance model (TAM), a theory of the Information system provides a detailed explanation of users' choice in adopting a Technology. Venkatesh, Davis argue that users adopt technology when they perceive it as useful and within their range of acceptance, which can be voluntary or mandated depending on context.

Theory

Channel expansion theory builds from a variety of theoretical perspectives that address perceptions of media channels. It combines elements from media richness theory with the social influence model which suggests that group member’s media perceptions and use align with those of the rest of the group members. At the root of media richness and channel expansion theories is media naturalness theory that suggests that most people have the n that media that suppress face-to-face communication elements (e.g., the ability to use tone of voice) pose obstacles for the effective communication of knowledge.

According to media naturalness theory, for example, students learning about school subjects online will perform more poorly in tests covering those subjects than students learning about the same subjects face-to-face. Carlson and Zmud, in turn, predicted that users of unnatural media will adapt to those media in a compensatory way, and thus developed a theory of channel expansion. Essentially, channel expansion theory suggests that perceptions of communication channel are likely to vary across users and explains the variation by incorporating one particularly important factor that has not been considered prior – media use experience. By acquiring knowledge-building experiences in four domains (channel, topic, partner, organizational context) identified in the theory, users will have increased ability to communicate effectively in various situational contexts and will thus perceive the channel as being richer. It is important to note that what Carlson and Zmud conceptualized as relevant experience in channel expansion is not just the length of time of channel use, but the nature of that use and the bases of knowledge developed through it.

Application

Organizational context

Channel expansion theory has proved to be useful in the field of organizational communication. Early conceptual use of organizational media focused on media characteristics as primary determinants of 'users’ communication experience. For organizational managers, the theory demonstrates that communication effectiveness and choice of communication media is bounded by user’s communication experiences, thus in order for the organizational employees to become proficient on a given communication channel and in a given organizational context, they must go through learning process to maximize the media communication richness potential. Additionally, the theory is associated with the level of the communicator’s ability to appropriate the medium to achieve shared understanding with communication partner; as perception of media richness improves with the acquired experience it has a positive effect on use richness – how much users employ various features of a communication channel. Individual's perception of channel richness kept vary over time. As individual users vary in how they utilize different features of media channels in their communication processes there is also a need for some form of training to continuously support users as technical features and communication capabilities of the channel expand (channel becomes richer). The most profound implication the theory has for individual media users is that it places great emphasis upon building knowledge rather than just simple experiences with media channels; if users wish to enhance effectiveness of a media tool they should acquire knowledge about its characteristics and capabilities rather than just use it repeatedly.

Cloud-based Virtual Learning

Besides organizational communication, research have also been done in the field of education or school communication. A study looked into the behaviour intention in the cloud-based virtual learning environment and expanded the theory with variables of educational level and teaching experiences. In a case study conducted by Malaysian based scholars, results showed a positive correlation of media richness and 'intention' to use C-VLE, as an effective behavioural motivator for success. Also, in the findings, prior experience in traditional teaching tool had no significant effect on the positive perception of the technology. This finding violated the premise of CET that implies former user experience mostly leads to the positive adoption of a communication channel. However, CET application played a role in influencing the content design and interactivity balance, both of which boosted media richness and behavioral intention to use C-VLE.

Criticism

Channel expansion theory has been criticized for being originally applied to a single medium - email - and not having tested whether it operates similarly for more traditional media (like telephone) or advanced technologies (like videoconferencing). Another shortcoming of the theory noted in literature is that the developers of the theory (Carlson and Zmud) did not examine whether different forms of knowledge obtained through relevant experiences they identified may be impacting different richness dimensions. Finally, the theory overlooks the constraints that channels' inherent technological features may pose on the ability and degree to which media richness can "expand": even if knowledge-building experiences will enhance media perceived richness, it does not guarantee that the media can be objectively used as richer because of its capability constraints (like lack of video/audio, sensory etc.).

See also

• Communication theory
• Media naturalness theory
• Media richness theory
• Social influence
• Critical mass (sociodynamics)
• Technology acceptance model
• Organizational information theory
• Social information processing (theory)
• Social presence theory
• Call to action (marketing)
• Communicative action
• Grounded theory

Further References

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