Building Mobile Social Presence for U-Learning

2014 ◽  
pp. 77-93
Author(s):  
Chih-Hsiung Tu ◽  
Marina S. McIsaac ◽  
Laura E. Sujo-Montes ◽  
Shadow Armfield
Keyword(s):  
Social Context ◽  
Mobile Technology ◽  
Social Presence ◽  
Context Awareness ◽  
Computer Mediated Communication ◽  
Mobile Technologies ◽  
Mediated Communication ◽  
Four Dimensions ◽  
Social Acts ◽  
Networking Technologies

Mobile learning environments are human networks that afford learners the opportunity to participate in creative endeavors, social networking, organize and reorganize social contents, learner-created cognitive space, and manage social acts anytime and anywhere through mobile technologies. Social interaction with mobile technology is very different from Computer-Mediated Communication (CMC) or Web 2.0 networking technologies. Effective mobile interaction focuses on social-context awareness by integrating location-based technology, which is unique to mobile technology, not easily found in other types of commuting. This chapter proposes a model for mobile social presence consisting of four dimensions: enriching social context-awareness, managing location-based communication, personalizing multi-layered interactivity, and optimizing digital and social identities. Under each dimension there are a few suggested strategies or tips to assist educators in integrating them into their mobile instructions to enhance the mobile-social presence of learners.

Building Mobile Social Presence for U-Learning

2015 ◽  
pp. 87-103
Author(s):  
Chih-Hsiung Tu ◽  
Marina S. McIsaac ◽  
Laura E. Sujo-Montes ◽  
Shadow Armfield
Keyword(s):  
Social Context ◽  
Mobile Technology ◽  
Social Presence ◽  
Context Awareness ◽  
Computer Mediated Communication ◽  
Mobile Technologies ◽  
Mediated Communication ◽  
Four Dimensions ◽  
Social Acts ◽  
Networking Technologies

Mobile learning environments are human networks that afford learners the opportunity to participate in creative endeavors, social networking, organize and reorganize social contents, learner-created cognitive space, and manage social acts anytime and anywhere through mobile technologies. Social interaction with mobile technology is very different from Computer-Mediated Communication (CMC) or Web 2.0 networking technologies. Effective mobile interaction focuses on social-context awareness by integrating location-based technology, which is unique to mobile technology, not easily found in other types of commuting. This chapter proposes a model for mobile social presence consisting of four dimensions: enriching social context-awareness, managing location-based communication, personalizing multi-layered interactivity, and optimizing digital and social identities. Under each dimension there are a few suggested strategies or tips to assist educators in integrating them into their mobile instructions to enhance the mobile-social presence of learners.

scholarly journals ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Karen Swan ◽  
Li Fang Shih
Keyword(s):  
Student Satisfaction ◽  
Social Presence ◽  
Course Design ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Influential Factor ◽  
Online Course ◽  
Mediated Communication ◽  
Quantitative Results

“Social presence,” the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods study built on previous research to explore in greater depth the nature of social presence and how it develops in online course discussions. The study combined quantitative analyses of survey results from students enrolled in four online graduate courses, and qualitative comparisons of students with the highest and lowest perceptions of social presence. Quantitative results revealed significant correlations between perceived social presence and satisfaction with online discussions, and teased apart the respective influences of the perceived presence of instructors and peers. The findings indicate that the perceived presence of instructors may be a more influential factor in determining student satisfaction than the perceived presence of peers. Correlations with other course and learner characteristics suggest that course design may also significantly affect the development of social presence. Qualitative findings support the quantitative results. In addition, they provide evidence that students perceiving the highest social presence also projected themselves more into online discussions,and reveal meaningful differences in perceptions of the usefulness and purpose of online discussion between students perceiving high and low social presence.

scholarly journals A Review on the Efficacy of Immediacy Factors towards Achieving Communication Satisfaction via Email among Academic Staff

2018 ◽  
Vol 9 (3) ◽  
pp. 233-241
Author(s):  
Chinedu Eugenia Anumudu ◽  
Mal-Imran Yasin ◽  
Ahmad Ghazali Akmar ◽  
Muhammad Pauzi Latif
Keyword(s):  
Social Presence ◽  
Mixed Method ◽  
Review Paper ◽  
Academic Staff ◽  
Computer Mediated Communication ◽  
Communication Satisfaction ◽  
Mediated Communication ◽  
Quantitative Studies ◽  
Computer Mediated ◽  
Computer Mediated Communications

Abstract The review paper intensively explored immediacy factors influencing communication satisfaction through asynchronous computer mediated communication mediums. Immediacy is one of the constructs of social presence theory deemed capable of compelling communication satisfaction on asynchronous computer mediated communications. It has been established in numerous related studies conducted on asynchronous virtual mediated channels. However, little or no consideration seemed to have been given to exploring these immediacy factors towards ascertaining communication satisfaction via email, as one of the asynchronous mediated communications. The need to study this via email is essential, especially towards making it more efficient since it still remained the third means of communication predominantly used for dispatching corporate issues. In this review, prompt feedback, approachability and similarity personality were the dimensions of immediacy explored in relations to the effectiveness towards attaining communication satisfaction on asynchronous virtual communications. The findings showed that these dimensions examined were capable of inspiring immediacy towards achieving communication on asynchronous computer mediated channels. Therefore, it is expected that these may equally motivate communication satisfaction via email as one of asynchronous virtual mediums. It also showed that most of the studies so far conducted were dominated by qualitative and mixed-method approaches. Few quantitative studies encountered in the review appeared lacking the capacity of generalizing the outcomes due to respondents’ poor turnout rate and inadequate sample sizes issues. Thus, empirical quantitative studies are still needed via email mode of interaction in order to resolve these issues and for revalidating the outcomes of the review.

Blogs in Teacher Education

2015 ◽  
pp. 220-234
Author(s):  
Peggy Semingson
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Comparative Method ◽  
Computer Mediated Communication ◽  
Evidence Based ◽  
Literacy Assessment ◽  
Mediated Communication ◽  
Face To Face ◽  
Teacher Presence

This chapter examines the content of written blog postings of students enrolled in a face-to-face course focusing on literacy assessment methods and practice for Pre-Service Teachers (PST) seeking elementary teaching certification. The purpose of the study was to examine the transcription of the students' postings and Computer-Mediated Communication (CMC) to look for the three types of elements that comprise the Community of Inquiry according to as well as the examination of broader themes and trends across the data (Corbin & Strauss, 1990). Data included blog posts from a 15-week semester with a total of 702 combined posts and comments from a total of 40 undergraduate students. Data were analyzed using the constant-comparative method () and the framework of the Community of Inquiry Model (). Students engaged in various levels of cognitive stages of inquiry while also building on and developing social presence throughout the course. Teacher presence also guided the social construction of knowledge throughout the course. Examination of the teacher presence suggests that the instructor needed to provide more scaffolding in modeling evidence-based practice and problem-solving on the blog as students did not always connect their practice to evidence-based or text-based support.

Exploring Online Dating in Line With the “Social Compensation” and “Rich-Get-Richer” Hypotheses

2019 ◽  
pp. 98-113
Author(s):  
Samantha Stinson ◽  
Debora Jeske
Keyword(s):  
Social Presence ◽  
Online Dating ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Self Presentation ◽  
Personal Variables ◽  
Computer Mediated ◽  
The Social ◽  
Survey Results ◽  
The Rich

Computer-mediated communication offers a range of potentially appealing features, including selective self-presentation, social presence control, and simultaneous as well as asynchronous interaction tools. The study examines the influence of personality (introversion and extraversion) and personal variables (social anxiety and public self-consciousness) on online dating preferences from two competing perspectives: the “social compensation” (SC) hypothesis and the “rich-get-richer” (RGR) hypothesis. Survey results (N = 162) revealed that the SC and RGR hypotheses do not hold true within the context of online dating. The findings suggest a stronger role of social influence (e.g., peers) in the decision to online date. The SC and RGR hypotheses may be limited in terms of the extent to which these frameworks adequately explain this online behavior. This may also be due to the increasing popularity of online dating sites, which may make personality and personal traits less informative of whether individuals will opt to use such services.

scholarly journals Explicating Cues: A Typology for Understanding Emerging Media Technologies

2019 ◽  
Vol 25 (1) ◽  
pp. 32-43
Author(s):  
Kun Xu ◽  
Tony Liao
Keyword(s):  
Social Presence ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Important Concept ◽  
Media Technologies ◽  
Emerging Media ◽  
Computing Technologies ◽  
Computer Mediated ◽  
The Relationship

Abstract Cues have long been an important concept in computer-mediated communication (CMC), as several core theories have utilized cues to explain how they get filtered and interpreted through technologies. As computing technologies evolved, other related fields have also adopted cues as a concept for understanding technological interaction. Given the pervasive nature of cues, this article first explicates the concept and creates a typology of cues based on how different fields have studied them. It then examines key differences in how existing theories approach cues and their assumptions behind cues, and further pulls apart the relationship between different cue categories and their potential effects on social presence. Lastly, we explain how researchers could draw on this typology to understand the increasingly multifaceted ways that emerging media technologies present cues and evoke social presence. A clear typology of cues is necessary both to clarify the term and help guide future evolutions of CMC.

Social Presence Theory: Relevance for HRD/VHRD Research and Practice

2019 ◽  
Vol 21 (3) ◽  
pp. 383-399 ◽  
Author(s):  
Jason T. Bickle ◽  
Malar Hirudayaraj ◽  
Alaina Doyle
Keyword(s):  
Instructional Design ◽  
Human Resource Development ◽  
Human Resource ◽  
Virtual Teams ◽  
Social Presence ◽  
Computer Mediated Communication ◽  
Resource Development ◽  
Mediated Communication ◽  
Real Person ◽  
Virtual Resources

The ProblemSocial presence theory (SPT) is the degree to which a person is perceived to be a “real person” in their computer-mediated communication or virtual environments. The level of social presence influences the quality of virtual interactions and outcomes. SPT has not been examined within human resource development (HRD) or virtual human resource development (VHRD); therefore, it is not known if increased social presence could improve virtual teams/organizations and online instruction.The SolutionDesigning online environments and practices to increase social presence could enhance VHRD within virtual teams, online instructional design, and educational settings. Application of Community of Inquiry (CoI), Social Presence Model, and SPT-inspired instructional design through Gagne’s nine events are discussed with recommendations to improve HRD/VHRD by fostering trust, communication, collaboration, personal relationships, and learning within virtual resources and teams.The StakeholdersThe literature and application of SPT would benefit HRD/VHRD researchers, HR practitioners, educators, and team leaders/managers.

Online Work-Integrated Learning (WIL) Community

2011 ◽  
pp. 451-461 ◽  
Author(s):  
Michelle W.L. Fong
Keyword(s):  
Mobile Technology ◽  
Computer Mediated Communication ◽  
Mobile Telephone ◽  
Technology Skills ◽  
Integrated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Work Integrated Learning ◽  
Technological Limitations

This chapter presents a case study in which Computer-Mediated Communication (CMC) and mobile telephone technologies were used to liberate Work-Integrated Learning (WIL) from the constraints of location and time, and to promote inclusive practices under a blended learning environment in a particular university subject. It was found that the use of mobile devices by the students was conservative because of technological limitations and affordability issues associated with mobile technology. Although mobile technology is still not powerful or practical enough for WIL, the use of CMC technology has provided rich collaborative online WIL for students, and there are still grounds for optimism that mobile technology will become a powerful cognitive tool in the future for enhancing student learning outcomes. This case study also affirms that such technologies will only become effective educational tools if there is a stable focus on pedagogy within the curriculum and if the needs and technology skills of users are taken into consideration when integrating the technologies into the curriculum.

Computer-Mediated Knowledge Sharing

2008 ◽  
pp. 89-109 ◽  
Author(s):  
Kimiz Dalkir
Keyword(s):  
Knowledge Sharing ◽  
Social Presence ◽  
Computer Mediated Communication ◽  
Knowledge Exchange ◽  
Future Research ◽  
Mediated Communication ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Number Of Factors ◽  
Computer Mediated

Computer-mediated communication has become the foremost means of sharing knowledge in today’s knowledge-based economy. However, not all Internet-based knowledge-sharing channels are created equal: they differ in their effectiveness when used for exchanging knowledge. A number of factors influence the efficacies of knowledge exchange, including: (1) characteristics of the knowledge being exchanged and, (2) characteristics of the channels used. It is therefore necessary to define key knowledge and channel attributes in order to understand how knowledge can be effectively shared using computers. This chapter examines the computer-mediated knowledge sharing mechanisms and proposes a typology based on media richness and social presence characteristics that can serve as a preliminary conceptual basis to select the most appropriate channel. The chapter concludes with a discussion of key issues and future research directions. While much of the research has been done in organizational settings, the chapter is applicable to all forms of computer-mediated communication.

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