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Self-disclosure is a key concept in computer-mediated communication CMC theory and research, but disagreement exists about the impact of CMC, relative to face-to-face FtF communication, on self-disclosure. We conducted a meta-analysis of studies comparing self-disclosure in CMC and FtF communication to summarize and clarify existing research. We also examined potential moderators of this difference-measure of self-disclosure, study design survey or experiment, interaction context task or social, type of CMC text-based or video-based, and interaction length. Overall, self-disclosure was higher in FtF communication than in CMC. Measure of self-disclosure, study design, and type of CMC moderated this difference. Findings suggest mixed support for predictions derived from key CMC theories and a need for CMC theory to more explicitly address self-disclosure.

As debates over the value and effectiveness of online courses continue, more research is needed to assist in identifying predictors of positive student outcomes in online courses. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001; Garrison, Anderson, & Archer, 1999), this study sought to identify predictors of student motivation toward online courses. Results from a hierarchical multiple regression, using data from 170 online undergraduate students, suggest that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide strong prediction of student motivation toward online courses.