From Online Social Presence to Network Social Presence

2014 ◽  
pp. 97-112
Author(s):  
Chih-Hsiung Tu ◽  
Cherng-Jyh Yen ◽  
Michael Blocher ◽  
Junn-Yih Chan
Keyword(s):  
Social Presence ◽  
Network Resources ◽  
Online Learners ◽  
Four Dimensions ◽  
Personal Learning ◽  
Open Network ◽  
Network Connection ◽  
Linkage Design ◽  
Multiple Network ◽  
Predictive Relationship

Open Network Learning Environment (ONLE) empowers network learners to create, edit, and share their knowledge via social network connection. This chapter examines the predictive relationship between social presence and ONLE interaction and scrutinizes the relationships between social presence and four dimensions of ONLE's interaction. The chapter concludes that online social presence could not serve as a predictor for all four open network learning's interactions. The results suggest both online and ONLE social presences have distinguishing dynamics in social interaction. ONLE focuses on “social” and “networking” linkages to transform online learners into “network learners” to project their preferred “network social presence” rather than online social presence. This chapter proposes the Open network linkage design model, which is a “Linkage Architecture” that links multiple network resources, network learners, and Web 2.0 tools to allow learners, instructors, and other stakeholders to construct and to share their Personal Learning Environments within the human network.

A Study of the Predictive Relationship between Online Social Presence and ONLE Interaction

2014 ◽  
pp. 1731-1744
Author(s):  
Chih-Hsiung Tu ◽  
Cherng-Jyh Yen ◽  
J. Michael Blocher ◽  
Junn-Yih Chan
Keyword(s):  
Social Interaction ◽  
Learning Community ◽  
Social Presence ◽  
Community Integration ◽  
Social Dimensions ◽  
Online Learners ◽  
Four Dimensions ◽  
Online Networks ◽  
Collaborative Community ◽  
Predictive Relationship

Open Network Learning Environments (ONLE) are online networks that afford learners the opportunity to participate in creative content endeavors, personalized identity projections, networked mechanism management, and effective collaborative community integration by applying Web 2.0 tools in open environments. It supports social interaction by integrating User-Generated Content, Participatory Web, digital identities, social and networking linkages, and collaborative learning community to allow learners manage and tailor their social presence. The purposes of this study were to assess the predictive relationship between online social presence and overall ONLE's social interaction and examine the predictive relationships between online social presence and four dimensions of ONLE's interaction (i.e., cognitive, social, networking, and integration). The results of this study did not support the role of online social presence as a predictor for overall ONLE's social interaction. Although social presence can serve as a predictor for networking and integration dimensions, social presence cannot serve as a predictor for cognitive and social dimensions. This study suggests CMC and ONLE have different dynamics in social interaction. ONLE focuses on “social and “networking” linkages to transform online learners into “network learners” to project their ideal and preferred “network social presence” rather than online social presence.

A Study of the Predictive Relationship Between Online Social Presence and ONLE Interaction

2012 ◽  
Vol 10 (3) ◽  
pp. 53-66 ◽  
Author(s):  
Chih-Hsiung Tu ◽  
Cherng-Jyh Yen ◽  
J. Michael Blocher ◽  
Junn-Yih Chan
Keyword(s):  
Social Interaction ◽  
Learning Community ◽  
Social Presence ◽  
Community Integration ◽  
Social Dimensions ◽  
Online Learners ◽  
Four Dimensions ◽  
Online Networks ◽  
Collaborative Community ◽  
Predictive Relationship

Open Network Learning Environments (ONLE) are online networks that afford learners the opportunity to participate in creative content endeavors, personalized identity projections, networked mechanism management, and effective collaborative community integration by applying Web 2.0 tools in open environments. It supports social interaction by integrating User-Generated Content, Participatory Web, digital identities, social and networking linkages, and collaborative learning community to allow learners manage and tailor their social presence. The purposes of this study were to assess the predictive relationship between online social presence and overall ONLE’s social interaction and examine the predictive relationships between online social presence and four dimensions of ONLE’s interaction (i.e., cognitive, social, networking, and integration). The results of this study did not support the role of online social presence as a predictor for overall ONLE’s social interaction. Although social presence can serve as a predictor for networking and integration dimensions, social presence cannot serve as a predictor for cognitive and social dimensions. This study suggests CMC and ONLE have different dynamics in social interaction. ONLE focuses on “social and “networking” linkages to transform online learners into “network learners” to project their ideal and preferred “network social presence” rather than online social presence.

scholarly journals SDN/NFV VNF Service Chaining

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dashmeet Anand, Hariharakumar Narasimhakumar, Et al.
Keyword(s):  
Large Scale ◽  
Virtual Network ◽  
Network Services ◽  
Entire System ◽  
Performance Parameters ◽  
Cloud Environment ◽  
Network Resources ◽  
Service Chain ◽  
Network Functions ◽  
Multiple Network

Service Function Chaining (SFC) is a capability that links multiple network functions to deploy end-to-end network services. By virtualizing these network functions also known as Virtual Network Functions (VNFs), the dependency on traditional hardware can be removed, hence making it easier to deploy dynamic service chains over the cloud environment. Before implementing service chains over a large scale, it is necessary to understand the performance overhead created by each VNF owing to their varied characteristics. This research paper attempts to gain insights on the server and networking overhead encountered when a service chain is deployed on a cloud orchestration tool such as OpenStack. Specifically, this research will measure the CPU utilization, RAM usage and System Load of the server hosting OpenStack. Each VNF will be monitored for its varying performance parameters when subjected to different kinds of traffic. Our focus lies on acquiring performance parameters of the entire system for different service chains and compare throughput, latency, and VNF statistics of the virtual network. Insights obtained from this research can be used in the industry to achieve optimum performance of hardware and network resources while deploying service chains.

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

Social Presence and Cultural Identity

2018 ◽  
pp. 136-162 ◽  
Author(s):  
Bethany Simunich ◽  
Amy M. Grincewicz
Keyword(s):  
Instructional Design ◽  
Cultural Identity ◽  
Social Presence ◽  
Culturally Responsive ◽  
Online Courses ◽  
Communication Styles ◽  
Design Strategies ◽  
Online Learners ◽  
Language Context ◽  
The Impact

This chapter explores the impact of cultural identity on social presence in online courses, as well as culturally-responsive instructional design frameworks that work to increase social presence and reduce distance for culturally diverse online learners. Social presence, which is a student's sense of being and belonging in a course, is naturally reduced in the online environment. Cultural differences, such as language, context, communication styles, etc., have been shown to further reduce a student's sense of belonging and increase feelings of isolation. Instructors, as course designers and facilitators, must understand the impact of culture on their students' sense of social presence, and use culturally-responsive instructional design strategies and methods to provide an inclusive, flexible, online learning environment.

The Human Element MOOC

2016 ◽  
pp. 1736-1755
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

scholarly journals The Relationships Between Students’ Perceived Learning Styles and the Community of Inquiry Presences in a Graduate Online Course

2016 ◽  
Vol 11 (04) ◽  
pp. 40 ◽  
Author(s):  
Hasnae Mouzouri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Perceived Learning ◽  
Master's Students ◽  
Personal Learning ◽  
The Social ◽  
Style Preferences

In this paper, the author examined whether there is any correlation between students’ perceived learning styles as identified by Felder and Silverman (2002) and each of the three presences of the Garrison et al.’s Community of Inquiry (CoI) framework (2000): the teaching presence, the social presence and the cognitive presence. First, the CoI survey was administered to a sample of Master’s students (N=24) at the University Mohamed First in Morocco. Then transcript analysis of online discussion postings was investigated to explore the links of the three presences of the CoI framework with students’ self-perceptions of personal learning style preferences. Analysis of the data collected from these instruments revealed significant relationships between students’ perceived learning styles with regard to some domains of the Felder and Silverman’s model and only two presences of the CoI framework: the social and cognitive presences. The findings have important implications for how to design online courses in a way that fits students’ needs and thus foster effective learning.

Developing Shared Mental Models in Computer-Supported Collaborative Learning

2008 ◽  
pp. 278-299
Author(s):  
Marissa L. Shuffler ◽  
Gerald F. Goodwin
Keyword(s):  
Collaborative Learning ◽  
Mental Models ◽  
Learning Environments ◽  
Social Presence ◽  
Shared Mental Models ◽  
Shared Knowledge ◽  
Shared Understanding ◽  
Computer Supported Collaborative Learning ◽  
Online Learners ◽  
Computer Based

In order to adapt to changing learning environments, instructors must be aware of the challenges that virtuality brings to establishing a shared understanding among online learners. Although developing shared mental models is typically a natural part of learning, it requires significant social and task-related interaction among students, which can be difficult in computer based environments in which social presence is lacking. This chapter will briefly discuss research related to the development of shared understanding and explore what instructors can do to address challenges and facilitate the development of shared knowledge in computer supported collaborative learning environments.

scholarly journals Cognitive, Instructional, and Social Presence as Factors in Learners’ Negotiation of Planned Absences from Online Study

2009 ◽  
Vol 10 (3) ◽  
Author(s):  
Dianne Conrad
Keyword(s):  
Adult Learners ◽  
Social Presence ◽  
Cognitive Strategies ◽  
External Support ◽  
Online Classes ◽  
Online Learners ◽  
Graduate Course ◽  
Online Study ◽  
Self Knowledge ◽  
The Relationship

Adult learners value the flexibility and convenience offered to them as online learners, and many learners are required to absent themselves from their online classes during courses in order to accommodate demanding schedules. What factors and tensions contribute to learners’ decision-making at these times? This qualitative study considered the planned absences of learners engaged in an online graduate course at a large university. Working within the framework provided by cognitive, instructional, and social presences, findings showed the following: (1) learners understood and accommodated the relationship and importance of the affective domain to their cognitive successes in learning, (2) successful learners demonstrated insightful self-knowledge in using meta-cognitive strategies, and (3) learners’ external support systems were fundamental to their ability to continue to learn when absences occurred. The study’s findings corroborate other recent research that similarly stresses the complexity and interrelated nature of the adult learning process.

scholarly journals Visits to Public Gardens: Its Meaning for Avid Gardeners

HortScience ◽  
1997 ◽  
Vol 32 (4) ◽  
pp. 591A-591
Author(s):  
Susan Wilson Hamilton
Keyword(s):  
Qualitative Research ◽  
Research Method ◽  
Well Being ◽  
Personal History ◽  
Social Connections ◽  
Four Dimensions ◽  
Public Gardens ◽  
Personal Learning ◽  
Public Garden ◽  
Integral Role

This study examined how avid gardeners experience a public garden. Phenomenological interviewing was the qualitative research method used to collect data from six avid gardeners who frequently visited a public garden. Data about the gardener's beliefs and actions regarding their gardening history, gardening practices, and involvement with public gardens were gathered. From an inductive analysis, a conceptual model of a gardener's world was delineated. This study found that a gardener's world is composed of four dimensions that include: 1) personal history, 2) social connections, 3) human well-being, and 4) learning experiences. The dimensions of a gardener's world are the personal learning constructs through which gardeners experience their plant world. It is through these dimensions that the avid gardeners in this study experienced a public garden. Each of the four dimensions of an avid gardener's composition influenced how participants experienced a public garden. Participants used a public garden to socially interact with others, enhance their human well-being, strengthen their gardening background, and extend their gardening knowledge and skill. Several categories of activities and events emerged within the four dimensions of an avid gardener's world to inform us how gardening plays an integral role in gardeners' lives.

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