THE ASSOCIATION OF STRESS, COLLABORATIVE LEARNING, SOCIAL PRESENCE, AND SOCIAL INTERACTION WITH TEACHING MODALITY TYPE AMONG MEDICAL STUDENTS

2021 ◽  
Author(s):  
Taylor Ouellette ◽  
Yaseen Ramadan ◽  
Muthunivas Muthuraj ◽  
Daniela Pi Noa ◽  
Rangish Yuvaraj ◽  
...  
Keyword(s):  
Social Interaction ◽  
Medical Students ◽  
Collaborative Learning ◽  
Social Presence ◽  
Teaching Modality

Perceived Sociability and Social Presence in a Collaborative Serious Game

2013 ◽  
Vol 3 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Kimmo Oksanen ◽  
Raija Hämäläinen
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Social Presence ◽  
Educational Games ◽  
Social Aspects ◽  
Emotional Processes ◽  
The Social ◽  
Game Environment ◽  
High Level ◽  
Functional Task

Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported players’ socio-emotional processes by eliciting students’ social presence and sociability. This has been further shown to play an important role in the emergence of social interaction and collaborative learning. These results can be applied in the design of collaborative educational games that support social aspects of collaborative learning.

Attitudes of veterinary medical students and medical students toward collaborative learning: an experiment

2004 ◽  
Vol 31 (1) ◽  
pp. 76-78 ◽  
Author(s):  
J. Edwards ◽  
K van Walsum ◽  
C. Sanders ◽  
T. Fossum ◽  
M Sadoski ◽  
...  
Keyword(s):  
Medical Students ◽  
Collaborative Learning ◽  
Veterinary Medical Students

Being social in a 3D collaborative virtual learning environment : a case study of youth with autism spectrum disorder learning social competence in iSocial

2014 ◽  
Author(s):  
◽  
Xianhui Wang
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Social Competence ◽  
Social Interactions ◽  
Social Presence ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Reciprocal Social Interaction

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Over the past decade 3D collaborative virtual learning has gained increasing attention from researchers and practitioners in educational technology. Learners experience of presence in collaborative activities and social interactions among learners are identified as key constructs for the social dimensions of 3D collaborative virtual learning. 3D Collaborative Virtual Learning Environments (CVLEs) are beginning to be used to support learning in a variety of disciplines, including social skills learning for individuals with Autism Spectrum Disorder (ASD). This case study explores 11 youth with ASD's experience of embodied social presence and reciprocal social interaction while learning social competence in a 3D CVLE-iSocial. The findings describe youth with ASD's 1) levels of embodied presence, embodied copresence, and embodied social presence; and 2) verbal and nonverbal reciprocal social interactions across the variety of Naturalistic Practice activities in iSocial. In addition, the results of this case study inform future design by indicating associations of design features of iSocial 3D CVLE with youth with ASD's experience of embodied social presence and characteristics of reciprocal social interaction.

Fostering Interaction and Social Presence through eCollaboration

2015 ◽  
pp. 89-119
Author(s):  
Patricia McGee ◽  
Jooyoung Voeller
Keyword(s):  
Collaborative Learning ◽  
Social Presence ◽  
Instructional Strategy ◽  
Social Cognitive ◽  
Online Courses ◽  
Learning Experiences ◽  
Teacher Presence ◽  
Learning Frameworks

eCollaboration is an instructional strategy used in online courses in which two or more students work collaboratively at a distance to achieve a pre-determined instructional outcome. In order to work together at a distance, social, cognitive, and teacher presence are required. In this chapter, the authors focus on how social presence informs eCollaboration in the fundamental learning concepts of the strategy, the learning frameworks that support collaborative learning, and for building and supporting learning experiences.

Examining Design Pattern Strategies as a Means to Achieve Social Presence in the Online Classroom

2015 ◽  
pp. 22-49
Author(s):  
Araminta Matthews ◽  
Robert M. Kitchin Jr.
Keyword(s):  
Social Interaction ◽  
Social Presence ◽  
Design Pattern ◽  
Design Patterns ◽  
Course Design ◽  
Online Courses ◽  
Web Design ◽  
Online Course ◽  
Design Learning ◽  
Potential Benefits

Design patterns have received much attention across multiple design domains where social interaction is a central goal because they have great potential for capturing and sharing design knowledge. Design patterns, design pattern language, and design pattern libraries demonstrate potential benefits to novice and expert online course designers. Trends affecting the growth of online courses and resultant pitfalls negatively affecting students and instructors indicate the need for social presence design. A literature review addresses the importance of social interaction, differentiated design, learning-oriented social networking, and Web design structures in an effort to assuage the experience of isolation reported by the majority of online students. The authors argue that design patterns are a method of overcoming many of these apparent obstacles to quality online course design and learning engagement. Additionally, they present example design patterns to solve specific social interacting problems.

Computer Mediated Technology as Tools for Social Interaction and Educational Processes

2008 ◽  
pp. 719-732
Author(s):  
Karen Rohrbauck Stout
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Virtual Teams ◽  
Cognitive Skills ◽  
Interaction Space ◽  
Social World ◽  
Educational Processes ◽  
Computer Mediated ◽  
The Social ◽  
Enhance Student Learning

Computer mediated technologies (or CMTs) enhance educational processes and are tools that have particular implications for learning and interacting in virtual teams. To better understand how educational tools may be implemented to enhance student learning in virtual teams, the author addresses Wartofsky’s (1979) explication of tools as cultural artifacts. Distinctions about primary, secondary, and tertiary tools provide a framework to analyze implementations of educational CMT research. Implications of these tools on virtual team’s cognitive skills and collaborative learning are explored. Tertiary tools are explored in particular, as they may provide virtual teams with shared interaction space and alternative representations of the social world. The author provides examples of CMT implementation and suggestions for technological and pedagogical advancements.

A Critical Inquiry into Web-Mediated Collaborative Learning

2000 ◽  
pp. 307-326 ◽  
Author(s):  
Dubravka Cecez-Kecmanovic ◽  
Carolyn Webb
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Field Study ◽  
Empirical Data ◽  
Communicative Action ◽  
Interaction Process ◽  
Learning Processes ◽  
Critical Approach ◽  
Critical Perspective ◽  
Communicative Practices

This chapter presents a critical approach to collaborative learning viewed as a social interaction process. Based on Habermas’ theory of communicative action, the chapter proposes a communicative model of collaborative learning with the aim to enhance understanding of communicative practices in Web-mediated collaborative learning situations and to provide a methodological instrument for the analysis of concrete learning processes. Drawing on the empirical data from a field study the chapter illustrates how the communicative model of collaborative learning can be applied to analyse not only what linguistic interactions among students mean but also what they produce in a particular learning situation. The chapter concludes by summarising possible implications of this critical perspective and the communicative model of collaborative learning on both practical pedagogy and empirical research in Web-mediated environments.

Sign in / Sign up

Export Citation Format

Share Document