scholarly journals Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Jennifer M. Cunningham
Keyword(s):  
Digital Media ◽  
Social Presence ◽  
Original Data ◽  
Online Classroom ◽  
Online Writing ◽  
Face To Face ◽  
Writing Course ◽  
Digital Classroom ◽  
Face To Face Instruction ◽  
Online Educators

This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet unlike face-to-face instruction, but this current research questions the effectiveness of these technologies. Original data was obtained from forty students in an online writing course who responded to open-ended questions about their perception of social presence. This study reiterates the importance of establishing social presence in an online course, but suggests students may find specific Web 2.0 technology less effective than other pedagogical methods.

scholarly journals Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Jennifer M. Cunningham
Keyword(s):  
Digital Media ◽  
Social Presence ◽  
Original Data ◽  
Online Classroom ◽  
Online Writing ◽  
Face To Face ◽  
Writing Course ◽  
Digital Classroom ◽  
Face To Face Instruction ◽  
Online Educators

This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet unlike face-to-face instruction, but this current research questions the effectiveness of these technologies. Original data was obtained from forty students in an online writing course who responded to open-ended questions about their perception of social presence. This study reiterates the importance of establishing social presence in an online course, but suggests students may find specific Web 2.0 technology less effective than other pedagogical methods.

Creating a Culture of Engagement

2015 ◽  
pp. 302-323
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

Creating a Culture of Engagement

2018 ◽  
pp. 332-354
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

scholarly journals COMPUTER ORIENTED LANGUAGE LEARNING APPROACH (COLLAP) FOR STRUGGLING READERS

2020 ◽  
Vol 5 (35) ◽  
pp. 249-269
Author(s):  
Jayson A. Quinto ◽  
Editha V. Rana ◽  
Juana Nimfa P. Abrigo
Keyword(s):  
Reading Comprehension ◽  
Digital Media ◽  
Struggling Readers ◽  
Digital Technology ◽  
Face To Face ◽  
Positive Effects ◽  
Distant Learning ◽  
Comprehension Skills ◽  
Face To Face Instruction ◽  
Post Assessment

This action research applies the concept of hybrid instruction, as an instrument in developing reading comprehension skills of 35 grade 6 struggling readers of Demesa Elementary School. The study adopts the descriptive quantitative, that gauges the positive effects of technology-based instruction using online learning modules, through the use of computers and or other available digital technology and platforms capable of performing prescribed learning activities. The identified struggling readers engage in 20 stories in whichever they prefer; distant learning or face-to-face instruction. They engage with the online modules through viewing, listening, reading, and comprehension check. To interpret comprehension level, the software generated scores of each pupil in every story are converted to a percentage. Once they had finished the online modules they have undergone a post-assessment test. The result of both pre and post assessment, comparison of data through T-Test Two-Sample Assuming Equal Variance reflects a 66% increase in reading comprehension. This technological approach in ameliorating comprehension skills through established techniques facilitate learners in processing ideas to be able to answer comprehensively. This also shows that digital technology is more motivating among learners especially that their age is inclined in digital media. Pupils are eager and easily learn in times they are interested in things they are doing; intrinsic motivation became part of the comprehension process. The increase in reading comprehension of target participants tells that COLLAP is a powerful tool in distance learning that it can be catered in times when face-to-face instruction is not applicable due to the absence of learners. This also shows that parents have an integral part in enriching their learners' academic performance, their participation, as well as their support, becomes the key factor of children's achievement in both distant learning and face-to-face instruction.

Writing Apprehension in the Online Classroom: The Limits of Instructor Behaviors

2021 ◽  
pp. 232949062110410
Author(s):  
Jorge Gaytan ◽  
Stephanie Kelly ◽  
Wiley S. Brown
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Business Students ◽  
Writing Apprehension ◽  
Online Learning Environment ◽  
Online Classroom ◽  
Face To Face ◽  
Business Instructors ◽  
The Face ◽  
Face To Face Instruction

In response to COVID-19, educational stakeholders are transferring traditional, face-to-face instruction to the online learning environment. The purpose of this study was to determine if business instructors’ use of immediate behaviors and clarity, which have been found to help business students overcome their writing apprehension in the face-to-face learning environment, can also be used to help business students to overcome their writing apprehension in an online learning environment. Findings indicated that instructor immediate behaviors and clarity are not interventions for writing apprehension in the online learning environment. The instructional strategies business instructors rely on in the face-to-face classroom did not have the same meaning or effect on the online classroom.

The Use of Asynchronous Video Communication to Improve Instructor Immediacy and Social Presence in a Blended Learning Environment

2011 ◽  
pp. 38-57 ◽  
Author(s):  
Jered Borup ◽  
Charles R. Graham ◽  
Andrea Velasquez
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Social Presence ◽  
Online Instruction ◽  
Video Communication ◽  
Minimum Amount ◽  
Video Communications ◽  
Face To Face ◽  
Instructor Immediacy ◽  
Face To Face Instruction

Instructors in a blended learning format struggle to find an effective balance between face-to-face instruction that is high in fidelity and online instruction that is high in flexibility. This chapter presents three cases where asynchronous video communication was used to help offer students instruction high in fidelity and flexibility. Although the medium for sharing asynchronous video varied between the three cases, findings indicate that video was a useful tool to improve instructor immediacy and/or social presence with a minimum amount of face-to-face instruction. The instructors in all three cases saw asynchronous video communications as an effective way to communicate with students, and the majority of students responded positively to asynchronous video communications.

scholarly journals Staying connected while physically apart: Digital communication when face-to-face interactions are limited

2021 ◽  
pp. 146144482098544
Author(s):  
Minh Hao Nguyen ◽  
Jonathan Gruber ◽  
Will Marler ◽  
Amanda Hunsaker ◽  
Jaelle Fuchs ◽  
...  
Keyword(s):  
Digital Media ◽  
Social Presence ◽  
Text Messaging ◽  
Social Connectedness ◽  
Digital Communication ◽  
Media Use ◽  
Empirical Work ◽  
Online Games ◽  
Face To Face ◽  
Communication Methods

Theoretical and empirical work on digital media use and social connectedness has often considered face-to-face communication to be an available option. But how do various digital media uses relate to social connectedness when face-to-face communication is not, or much less, possible? Drawing on survey data from 2925 US adults during the early months of the COVID-19 pandemic, we find that different digital communication methods display different relationships with social connectedness under stay-at-home circumstances with limited in-person interactions outside the home. Overall, digital communication relates to lower social connectedness. In line with notions from social presence theory, especially digital media lower in social presence (e.g. email, social media, and online games, and to some extent text messaging) relate negatively to social connectedness, while this is not the case for higher social presence media (e.g. voice and video calls). Our study has implications for theorizing about digital media use and social connectedness in times when face-to-face communication is less available.

Impacts of Behavior Modeling in Online Asynchronous Learning Environments

2007 ◽  
pp. 128-151
Author(s):  
Charlie C. Chen ◽  
Albert L. Harris ◽  
Lorne Olfman
Keyword(s):  
Social Presence ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Asynchronous Learning ◽  
Software Application ◽  
Face To Face ◽  
Asynchronous Learning Environments ◽  
The Face ◽  
Face To Face Instruction ◽  
Live Instruction

The continued and increasing use of online asynchronous learning (OAL) environments for training raises the question whether behavior modeling, the most effective training method in live instruction, will prove to be effective in OAL environments. If it is effective, to what extent will it be effective? In this study, behavior modeling training was delivered in three modes: face-to-face, videotaped, and scripted. Each behavior modeling mode expresses social presence to a different degree, and therefore could impact both learning performance and the willingness of students to take online asynchronous training. This study reports on the effect of behavior modeling modes on three variables in an OAL environment, perceived usefulness, near-knowledge, and far-knowledge transfer, when learning a software application. Nine hypotheses were proposed. Four hypotheses were supported and five were not. This research found that the face-to-face environment is not significantly more effective than an OAL environment. The impacts of social presence seem to be higher in face-to-face OAL environments. Although videotaped instruction and scripted instruction were lower than face-to-face instruction, they deliver same degrees of social presence and lead to similar satisfaction level.

scholarly journals Tinjauan Model Pembelajaran Blended Learning pada Perguruan Tinggi di Era New Normal Covid-19: Kebijakan dan Implementasi

2021 ◽  
pp. 34-45
Author(s):  
Zamzami Zainuddin
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Learning Model ◽  
Theory And Practice ◽  
Learning Activity ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Face To Face Instruction

This article aims to review the potential of a Blended learning model implementation in Indonesian higher education institutions during the time of Covid-19. This conceptual paper attempts to explain the concept of Blended learning in terms of theory and practice, based on the literature discussed in several reputable international journals. Blended learning is defined as a learning model integrating face-to-face instruction with an online learning environment or e-learning. Initially, this model proposes to improve the deficiencies of a traditional learning model which is lack of technological resources, and at the same time to develop the gap of e-learning practice which is lack of a face-to-face learning experience. In the blended instruction, students will learn through face-to-face interaction in the classroom and supported by digital media such as a Website, Video, or Learning Management System (LMS). Meanwhile, the use of technologies is ordinarily applied for students' learning and peer-interaction outside of the class, especially for online discussion and homework submission. This method emphasizes that learning activity should not only occur in the classroom but also outside of the class through the digital device.

scholarly journals Investigating the Implementation of Blended Learning in a Paragraph Writing Course in Promoting Student Engagement: The Case of Introductory Writing Course

2019 ◽  
Vol 7 (2) ◽  
pp. 87-103
Author(s):  
Anggri Muhtia ◽  
Suparno ◽  
Sumardi
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Class Discussion ◽  
Writing Assignments ◽  
Face To Face ◽  
Course Materials ◽  
Writing Course ◽  
Face To Face Learning ◽  
Face To Face Instruction

Blended learning, the instructional approach integrating online learning into face-to-face learning, is one of the approaches gaining widespread acceptance among educational practitioners. One of its advantages is to promote student engagement, which is viewed beneficial to ensure deep learning among students and address some educational issues. Although there is no specific formula for engaging all students into a course, blended learning is believed to enable student engagement further away than what is possible in a face-to-face instruction. This paper reports a case study conducted at a university in Indonesia. The purpose of the study was to investigate the implementation of blended learning in a paragraph writing course to promote student engagement. Data were collected through observations, interviews, and document analysis, and analysed using Miles, Huberman and Saldana’s (2014) interactive model. It was revealed that the instructional strategies in the course focused on the benefits of face-to-face learning as the main instructional method while the online learning was the supplementary to reinforce students’ knowledge and understanding. The implementation of blended learning in the course was able to promote student engagement particularly through the activities of uploading course materials, online writing assignments, online quizzes, student-teacher conferencing, class discussion, and group work.

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