Online interaction arrangements on quality of online interactions performed by diverse learners across disciplines

2013 ◽  
Vol 16 ◽  
pp. 14-22 ◽  
Author(s):  
Fengfeng Ke
Keyword(s):  
Diverse Learners ◽  
Online Interaction ◽  
Online Interactions

scholarly journals PRESENTING PERFECTION: CONSTRUCTING IDENTITY IN THE REHEARSAL STAGE OF ONLINE INTERACTION

2020 ◽  
Author(s):  
Hannah Ditchfield
Keyword(s):  
Social Media ◽  
Conversation Analysis ◽  
Identity Construction ◽  
Online Communication ◽  
Online Interaction ◽  
Online Interactions ◽  
Screen Capture ◽  
Social Media Platforms ◽  
Preparatory Work

Social media platforms such as Facebook have been understood to present new possibilities for interaction. Yet, there have been concerns surrounding the reducing quality of our interaction and conversation. Such debates, however, have not considered the pre-post dimension of online environments: that is, the preparatory work that occurs to online posts before they are shared with their audience. Based on real time recordings of Facebook Messenger interactions, this paper asks what the pre-post perspective tells us about the quality of our interactions online. The analysis is theoretically informed by Goffman and methodologically by conversation analysis and addresses this question with a focus on processes of identity construction. Specifically, this paper questions how the practice of pre-post editing (the editing of messages before sending) is used by users to represent self online and what this then tells us about the quality of our online talk. In presenting innovative screen capture data, this paper argues against claims that our interaction online is declining in quality instead showing the ways users perfect their online posts by elaborating a new stage of online communication: the ‘rehearsal’ stage. In doing this, this work reflects on the wider implications the affordance of pre-post editing has on users’ social media experiences questioning the impacts constructing ‘perfect lives’ has and the potential for creating ‘reduced’ versions of self within our online interactions.

Science for All through Reflective Interactions

2012 ◽  
pp. 102-118 ◽  
Author(s):  
Jennifer J. Neakrase ◽  
H. Prentice Baptiste ◽  
Ashley N. Ryan ◽  
Elsa Q. Villa
Keyword(s):  
Science Classroom ◽  
Future Research ◽  
Online Environment ◽  
Science Content ◽  
Science Concept ◽  
Research Directions ◽  
Online Interactions ◽  
Future Research Directions ◽  
The Individual

One of the goals of science education is to ensure that the discipline of science is accessible to all individuals. By many organizations this has been termed “Science for All,” and those who promote this idea also advocate the connection to science literacy. Teaching science in the online environment has been one way to offer science content to many different individuals, who do not necessarily need to be in the same location. Discourse in the science classroom is framed under situated cognition theory, whereby interactions between individuals are part of the normal culture of the classroom. For science knowledge to be adequately constructed by a student these interactions must be meaningful ones. This is especially important in an online science course where typically learning occurs through interactions between the students and the instructor, the students with one another, and within the individual themselves. As part of these online interactions, good reflective practice includes the different forms of feedback and the quality of this feedback. However, even with quality reflective interactions, there are barriers to science concept construction in an online environment. These barriers are discussed, and future research directions are suggested based on this review.

The Social Consequences of Online Interaction

2018 ◽  
pp. 215-237
Author(s):  
Jenna L. Clark ◽  
Melanie C. Green
Keyword(s):  
Social Connectedness ◽  
Well Being ◽  
Social Consequences ◽  
Online Interaction ◽  
Self Disclosure ◽  
Online Interactions ◽  
User Behaviors ◽  
The Social ◽  
Relational Closeness ◽  
Interaction Research

This chapter provides an overview of the social consequences of online interaction. Research has provided mixed evidence about whether online interaction is helpful or harmful for well-being and social connectedness. This chapter highlights the factors that moderate the influence of online social interaction on outcomes, with a particular focus on user behaviors. The Interpersonal Connection Behaviors Framework suggests that the positive consequences of any given online interaction depend on the extent to which that interaction serves a relational purpose. Online interactions that promote connection build relationships and increase well-being via increased relational closeness and quality through processes such as self-disclosure and social support. Online interactions that do not promote connection are likely to fall prey to disadvantages like social comparison or loneliness.

An intelligent interface for online interaction

1984 ◽  
Vol 9 (1) ◽  
pp. 7-18 ◽  
Author(s):  
A. Vickery
Keyword(s):  
Artificial Intelligence ◽  
Online Interaction ◽  
Search System ◽  
Human Machine Interaction ◽  
Retrieval Systems ◽  
Intelligent Interface ◽  
Machine Interaction

In this paper, the author discusses the ways of improving the performance of online retrieval systems by introducing an automated interface between the enquirer and the system. In the first part of the paper, the main features of such human/machine interaction and the characteristics that the user would like to see incorporated in an interface, are de scribed. Then, studies in artificial intelligence that are particu larly relevant to the problems of implementing an intelligent interface, are discussed. The author concludes with a summary of automated mechanisms that will be needed to improve the quality of interaction between the user and the search system.

scholarly journals Understanding how students perceive the role of ideas for their knowledge work in a knowledge-building environment

2016 ◽  
Vol 32 (1) ◽  
Author(s):  
Huang-Yao Hong ◽  
Chieh-Hsin Chiu
Keyword(s):  
Knowledge Acquisition ◽  
Real World ◽  
Knowledge Building ◽  
Group Discussion ◽  
Knowledge Work ◽  
Online Interaction ◽  
Building Environment

This study explored how students viewed the role of ideas for knowledge work and how such view was related to their inquiry activities. Data mainly came from students’ online interaction logs, group discussion and inquiry, and a survey concerning the role of ideas for knowledge work. The findings suggest that knowledge building was conducive to developing among students a more informed view of ideas that sees ideas as improvable, real-world objects for collaborative and creative knowledge work, rather than merely as abstract thoughts for achieving an individual’s own knowledge acquisition. Moreover, it was found that how a group views the role of ideas was associated with how they improve the quality of the ideas during their group inquiry.

scholarly journals E-Moderation Skills in Discussion Forums: Patterns of Online Interactions for Knowledge Construction

2020 ◽  
Vol 28 (4) ◽  
Author(s):  
Vinothini Vasodavan ◽  
Dorothy DeWitt ◽  
Norlidah Alias ◽  
Mariani Md Noh
Keyword(s):  
Knowledge Construction ◽  
Factual Knowledge ◽  
Interaction Patterns ◽  
Discussion Forums ◽  
Online Interactions ◽  
Online Discussion Forums ◽  
Post Test ◽  
Constructing Knowledge ◽  
Experimental Group

Discussion forums have the potential for enabling knowledge construction during online interactions, especially when facilitated by a skilled e-moderator. Unfortunately, most e-moderators are not provided training for facilitating discussions, and hence may only summarise information and deliver factual knowledge without encouraging elaboration or reflection among the learners. Hence, this study focused on developing e-moderation skills in discussion forums by investigating the patterns of interactions among 24 students in an undergraduate course. This study employed one group pre-test and post-test experimental group design to measure student’s interaction patterns after undergoing training for e-moderation. After moderating online discussion forums, a content analysis of the transcripts of the discourse in their forum was conducted to understand the nature of the interaction patterns and the quality of the discussions. The results revealed that training had contributed to a significant increase in domains of social interaction, sharing information, egocentric elaboration, allocentric elaboration, application and transfer, coordination, and reflection. The skillset in this study can be applied by e-moderators to effectively facilitate online learning for knowledge development. It is recommended that instructors in higher education institutions be equipped with skills to scaffold students in constructing knowledge.

scholarly journals The Antecedents and Consequences of Health Care Professional–Patient Online Interactions: Systematic Review

10.2196/13940 ◽  
2019 ◽  
Vol 21 (9) ◽  
pp. e13940 ◽  
Author(s):  
Lili Shang ◽  
Meiyun Zuo ◽  
Dan Ma ◽  
Qinjun Yu
Keyword(s):  
Systematic Review ◽  
Health Care ◽  
Health Care Professionals ◽  
Health Care Services ◽  
Future Research ◽  
Online Interaction ◽  
Health Care Settings ◽  
Online Interactions ◽  
Care Services ◽  
Antecedents And Consequences

Background Online health care services effectively supplement traditional medical treatment. The development of online health care services depends on sustained interactions between health care professionals (HCPs) and patients. Therefore, it is necessary to understand the demands and gains of health care stakeholders in HCP-patient online interactions and determine an agenda for future work. Objective This study aims to present a systematic review of the antecedents and consequences of HCP-patient online interactions. It seeks to reach a better understanding of why HCPs and patients are willing to interact with each other online and what the consequences of HCP-patient online interactions are for health care stakeholders. Based on this, we intend to identify the gaps in existing studies and make recommendations for future research. Methods In accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic retrieval was carried out from the Web of Science, PubMed, and Scopus electronic databases. The search results were confined to those papers published in English between January 1, 2000 and June 30, 2018. Selected studies were then evaluated for quality; studies that did not meet quality criteria were excluded from further analysis. Findings of the reviewed studies related to our research questions were extracted and synthesized through inductive thematic analysis. Results A total of 8440 records were found after the initial search, 28 papers of which were selected for analysis. Accessibility to HCPs, self-management, and unmet needs were the main triggers for patients to participate in online interaction. For HCPs, patient education, career needs, and self-promotion were the major reasons why they took the online approach. There were several aspects of the consequences of HCP-patient online interactions on health care stakeholders. Consequences for patients included patient empowerment, health promotion, and acquisition of uncertain answers. Consequences for HCPs included social and economic returns, lack of control over their role, and gaining more appointments. HCP-patient online interactions also improved communication efficiency in offline settings and helped managers of online health care settings get a better understanding of patients’ needs. Health care stakeholders have also encountered ethical and legal issues during online interaction. Conclusions Through a systematic review, we sought out the antecedents and consequences of HCP-patient online interactions to understand the triggers for HCPs and patients to participate and the consequences of participating. Potential future research topics are the influences on the chain of online interaction, specifications and principles of privacy design within online health care settings, and roles that sociodemographic and psychological characteristics play. Longitudinal studies and the adoption of text-mining method are worth encouraging. This paper is expected to contribute to the sustained progress of online health care settings.

scholarly journals Physiological changes during first encounters and their role in determining the perceived interaction quality

2019 ◽  
Vol 20 (2) ◽  
pp. 275-306
Author(s):  
Konrad Rudnicki ◽  
Carolyn Declerck ◽  
Charlotte De Backer ◽  
Mario Berth
Keyword(s):  
Social Engagement ◽  
Electrodermal Activity ◽  
Physiological Changes ◽  
Face To Face ◽  
Online Interactions ◽  
Interaction Quality ◽  
The Face ◽  
Creativity Task ◽  
Pleasant Experience

Abstract What determines if the first interaction between strangers will be a pleasant experience? We conducted an experiment to investigate the extent to which the perceived quality of an interaction is influenced by conversation content and context, and we document the physiological changes that are likely to play a role in establishing rapport. Females who did not know each other met in pairs and conducted a gossip- or creativity task, either face-to-face or online. The conversation content had no effect on the quality of online interactions. However in the face-to-face condition gossip was associated with better interaction quality. Tonic electrodermal activity steadily declined throughout the interaction, while phasic electrodermal activity first peaked and then returned to baseline. Neither were related to perceived interaction quality. Heart rate variability (HRV) dropped at first but then remained stable. A smaller drop in HRV drop corresponded to higher ratings of rapport and liking. Together these results suggest that gossip can improve the quality of a face-to-face interaction between strangers, and support the conjecture that parasympathetic activity is a marker of human openness to social engagement.

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