Interactivity during Covid-19: mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses

This chapter reports on the results of a study that explored doctoral learners' perceptions of social presence in online dissertation courses. Seven doctoral graduates were interviewed to understand how social presence functions in online dissertation courses, whether social presence influences their dissertation completion, and how technological tools help improve social presence in the dissertation courses. The results of this study indicate that social presence plays an important role in online dissertation courses. Students' course satisfaction and learning outcome were associated with the degree of social presence. The use of emoticons, emails, and phone calls in online dissertation courses increased students' sense of social presence. Students were more satisfied with instructors who interacted with them frequently and who provided detailed and constructive feedback in a timely manner. Recommendations for further research are included.

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Social Presence in Online Dissertation Classes

Advances in Social Networking and Online Communities - Educational, Psychological, and Behavioral Considerations in Niche Online Communities ◽

10.4018/978-1-4666-5206-4.ch011 ◽

2014 ◽

pp. 175-191

Author(s):

Libi Shen ◽

Irene Linlin Chen

Keyword(s):

Social Presence ◽

Learning Outcome ◽

Course Satisfaction ◽

Timely Manner ◽

Doctoral Graduates ◽

Dissertation Completion ◽

Constructive Feedback ◽

Phone Calls ◽

Technological Tools

This chapter reports on the results of a study that explored doctoral learners’ perceptions of social presence in online dissertation courses. Seven doctoral graduates were interviewed to understand how social presence functions in online dissertation courses, whether social presence influences their dissertation completion, and how technological tools help improve social presence in the dissertation courses. The results of this study indicate that social presence plays an important role in online dissertation courses. Students’ course satisfaction and learning outcome were associated with the degree of social presence. The use of emoticons, emails, and phone calls in online dissertation courses increased students’ sense of social presence. Students were more satisfied with instructors who interacted with them frequently and who provided detailed and constructive feedback in a timely manner. Recommendations for further research are included.

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Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze

ReCALL ◽

10.1017/s0958344012000286 ◽

2013 ◽

Vol 25 (1) ◽

pp. 122-142 ◽

Cited By ~ 17

Author(s):

H. Müge Satar

Keyword(s):

Language Learning ◽

Social Presence ◽

Eye Contact ◽

Language Learner ◽

Study Approach ◽

Desktop Videoconferencing ◽

Mutual Gaze ◽

Efl Teacher ◽

Multimodal Features ◽

Learner Interactions

AbstractDesktop videoconferencing (DVC) offers many opportunities for language learning through its multimodal features. However, it also brings some challenges such as gaze and mutual gaze, that is, eye-contact. This paper reports some of the findings of a PhD study investigating social presence in DVC interactions of English as a Foreign Language (EFL) teacher trainees. The case study approach involved the exploration of online interactions of five cases (pairs) within an interpretivist paradigm. Data collection included interviews, questionnaires and analysis of DVC recordings. The study emphasizes the importance of eye-contact in online multimodal communication to facilitate the establishment of social presence. Five types of gaze that were observed in learner interactions and participants’ perspectives on eye-contact are reported. The conclusions include technical suggestions for the use of a webcam as well as pedagogical implications of online video interaction.

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Calm down: A mediation model on the mitigating effect anxiety has on learner interactions and learning outcome

International Journal of Applied Linguistics ◽

10.1111/ijal.12398 ◽

2021 ◽

Author(s):

Daniel Bailey ◽

Norah Almusharraf

Keyword(s):

Learning Outcome ◽

Mediation Model ◽

Learner Interactions

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Identifying the Characteristics of Learner Interaction by Learning Outcome and Social Presence in Online Learning Communities

The Journal of Lifelong Education and HRD ◽

10.35637/klehrd.2011.7.3.001 ◽

2011 ◽

Vol 7 (3) ◽

pp. 93-123

Author(s):

KANGMYUNGHEE ◽

한정선 ◽

김보경 ◽

조주연

Keyword(s):

Online Learning ◽

Learning Communities ◽

Social Presence ◽

Learning Outcome ◽

Online Learning Communities ◽

Learner Interaction

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Effects of Human vs. Computer-Controlled Characters and Social Identity Cues on Enjoyment

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000218 ◽

2019 ◽

Vol 31 (1) ◽

pp. 35-47 ◽

Cited By ~ 4

Author(s):

Jorge Peña ◽

Jannath Ghaznavi ◽

Nicholas Brody ◽

Rui Prada ◽

Carlos Martinho ◽

...

Keyword(s):

Social Identity ◽

Social Presence ◽

Group Identification ◽

Virtual Character ◽

Character Type ◽

Computer Controlled ◽

Media Enjoyment ◽

Identification Processes

Abstract. This study explored how group identification, avatar similarity identification, and social presence mediated the effect of character type (avatars or agents) and social identity cues (presence or absence of avatars wearing participants’ school colors) on game enjoyment. Playing with teammate avatars increased enjoyment indirectly by enhancing group identification. In addition, the presence of social identity cues increased enjoyment indirectly by augmenting identification with one’s avatar. Unexpectedly, playing in multiplayer mode in the presence of social identity cues decreased enjoyment, whereas playing in multiplayer mode in the absence of social identity cues increased enjoyment. Social presence was not a reliable mediator. The findings supported media enjoyment and social identity theories, and highlighted how virtual character type and identification processes influence enjoyment.

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