Videoconferencing as an E-Collaboration Tool

2009 ◽  
pp. 522-529
Author(s):  
Michael Chilton ◽  
Roger McHaney
Keyword(s):  
Social Presence ◽  
Communication Channels ◽  
Body Language ◽  
Media Richness ◽  
Long Distance ◽  
Face To Face ◽  
Text Chat ◽  
Tone Of Voice ◽  
Personal Meeting ◽  
Secondary Communication

Videoconferencing (VC) is primarily a synchronous, long distance, e-collaboration tool. Although it offers interpersonal features with some degree of media richness and social presence, it is not a perfect substitute for face-to-face communication. VC can add value in business situations where telephone, text chat, or audio conferencing do not provide adequate secondary communication channels such as nonverbal cues (tone of voice, inflection) and interactions (body language). VC also adds value where it is impossible or undesirable to conduct a personal meeting. Currently there exists an opportunity for organizations and individuals to derive enormous benefit from this medium when used appropriately with necessary tactics and skills, especially when multiple parties are involved in e-collaboration.

Videoconferencing as an E-Collaboration Tool

2011 ◽  
pp. 693-698
Author(s):  
Michael Chilton ◽  
Roger McHaney
Keyword(s):  
Social Presence ◽  
Communication Channels ◽  
Body Language ◽  
Media Richness ◽  
Long Distance ◽  
Face To Face ◽  
Text Chat ◽  
Tone Of Voice ◽  
Personal Meeting ◽  
Secondary Communication

Videoconferencing (VC) is primarily a synchronous, long distance, e-collaboration tool. Although it offers interpersonal features with some degree of media richness and social presence, it is not a perfect substitute for face-to-face communication. VC can add value in business situations where telephone, text chat, or audio conferencing do not provide adequate secondary communication channels such as nonverbal cues (tone of voice, inflection) and interactions (body language). VC also adds value where it is impossible or undesirable to conduct a personal meeting. Currently there exists an opportunity for organizations and individuals to derive enormous benefit from this medium when used appropriately with necessary tactics and skills, especially when multiple parties are involved in e-collaboration.

Lecturers’ Social Presence and Personality in the Online Environment

2013 ◽  
pp. 383-402
Author(s):  
Fredy-Roberto Valenzuela ◽  
Josie Fisher ◽  
Sue Whale
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Social Presence ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Online Environment ◽  
Chat Rooms ◽  
Face To Face ◽  
Tone Of Voice

The first aim of this chapter is to present a literature review regarding two very important concepts for the online learning environment: social presence and personality. The second aim is to present the findings of an exploratory study that measured students’ perceptions regarding different aspects of their experience with the online learning environment including social presence and personality of lecturers in the online environment in particular. An online survey (developed using Qualtrix) was emailed to 474 off-campus postgraduate and 699 undergraduate students who are pursuing a coursework degree in management. To date, 62 responses from postgraduate and 41 from undergraduate students have been received, which indicates a response rate of 13 percent and 5.9 percent, respectively. Results show that social presence is not being successfully developed by lecturers, with discussion boards and chat rooms showing relatively low evaluations. In terms of lecturers’ personalities in the online environment, results show that some lecturers do not have a clear structure for their discussion boards and chat rooms and that the language used by lecturers in the online environment (especially discussion boards and chat rooms) differs from their language in face-to-face contexts. Other online learning tools, such as special podcasts and special vodcasts, show less difference in the personality of lecturers in the online and face-to-face contexts, especially in terms of language and tone of voice used by lecturers.

scholarly journals Instructional Immediacy Online

2011 ◽  
pp. 1212-1215
Author(s):  
Sherri Melrose
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Facial Expressions ◽  
Social Presence ◽  
Instructional Strategy ◽  
Interactive Learning Environments ◽  
Body Language ◽  
Language Teachers ◽  
Learning Climate ◽  
Face To Face

Educators in both traditional and online learning events have consistently recognized a link between teachers who demonstrate warm, friendly behaviors and the creation of welcoming interactive learning environments. One critical instructional strategy that facilitates a sense of community and fosters a learning climate rich in social presence is immediacy. While teachers in face-to-face classrooms often demonstrate immediacy non-verbally through facial expressions and body language, teachers in online learning environments may be required to project immediacy exclusively through written messages.

A Hole in the Wall: The Potential of Persistent Video-enabled Communication Channels to Facilitate Collaboration in Dispersed Teams

2020 ◽  
Vol 02 ◽  
Author(s):  
Lynne Siemens
Keyword(s):  
Social Presence ◽  
Communication Channel ◽  
Communication Channels ◽  
Surveillance Culture ◽  
Open Communication ◽  
Face To Face ◽  
Geographically Dispersed ◽  
Communication And Coordination ◽  
Project Coordination ◽  
Do So

With advances in telecommunications and information technology, collaborations and teamwork are no longer bound by geography. However, challenges stemming from distance must be managed to ensure that teams work together successfully. One of the primary challenges is finding ways to facilitate communication and coordination across distance and time. Skype, Zoom, and other internet-enabled tools provide some potential to accomplish this; however, relatively few studies have been completed on the best ways to use a continuously open communication channel to facilitate teamwork within a geographically dispersed collaboration. This study contributes to this discussion by examining the use of such a channel by a dispersed lab. While this paper suggests the potential for similar collaborations, open audio and video communication channels can create the sense of social presence by reminding members that they are part of larger efforts, even when working at a distance. It managed to do so while addressing concerns of privacy and a potential for surveillance culture. These tools also complement the other well-established online ones as well as face-to-face meetings for project coordination and decision-making.

scholarly journals AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Wally Boston ◽  
Sebastián R. Díaz ◽  
Angela M. Gibson ◽  
Phil Ice ◽  
Jennifer Richardson ◽  
...  
Keyword(s):  
Social Presence ◽  
Student Persistence ◽  
Community Of Inquiry ◽  
Student Records ◽  
Attrition Rates ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
Community Of Inquiry Framework ◽  
The Relationship

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.

scholarly journals Despite Appearances: Comparing Emotion Recognition in Abstract and Humanoid Avatars Using Nonverbal Behavior in Social Virtual Reality

2021 ◽  
Vol 2 ◽  
Author(s):  
Yilu Sun ◽  
Andrea Stevenson Won
Keyword(s):  
Virtual Reality ◽  
Social Interactions ◽  
Social Presence ◽  
Nonverbal Behavior ◽  
Emotional States ◽  
Face To Face ◽  
Social Closeness ◽  
Similar Information ◽  
Individual Measure ◽  
And Behavior

The ability to perceive emotional states is a critical part of social interactions, shaping how people understand and respond to each other. In face-to-face communication, people perceive others’ emotions through observing their appearance and behavior. In virtual reality, how appearance and behavior are rendered must be designed. In this study, we asked whether people conversing in immersive virtual reality (VR) would perceive emotion more accurately depending on whether they and their partner were represented by realistic or abstract avatars. In both cases, participants got similar information about the tracked movement of their partners’ heads and hands, though how this information was expressed varied. We collected participants’ self-reported emotional state ratings of themselves and their ratings of their conversational partners’ emotional states after a conversation in VR. Participants’ ratings of their partners’ emotional states correlated to their partners’ self-reported ratings regardless of which of the avatar conditions they experienced. We then explored how these states were reflected in their nonverbal behavior, using a dyadic measure of nonverbal behavior (proximity between conversational partners) and an individual measure (expansiveness of gesture). We discuss how this relates to measures of social presence and social closeness.

Optimalisasi TIK Dengan Memanfaatkan Whatsapp Dalam Pembelajaran Fisika Dimasa Pandemi Covid-19

JURNAL PETIK ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 46-54
Author(s):  
Erika Nurazizah ◽  
Yeti - Nuraeni ◽  
Wahyudin -
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Learning Motivation ◽  
Long Distance ◽  
Face To Face

Abstract — ICT optimization on long distance learning process is required in situation covid-19 pandemic. One of them using Whatsapp in learning physics. Conducted research using Qualitative Deskriptive methode and collecting data using survey, observation and interview on 30 respondents who were students at XI IPA SMA IT ANNISA Kadungora. Respondents fill data through chat and the link sent to WA chat group. The results showed 40% very helped, 53% helped and 7% quite helped in communication of learning. Then 7% very helped, 86% helped and 7% quite helped in delivery of lecture. Data received was not reduce the value than face to face directly. Even it able to increase learning motivation by interactions, improving quality of communication and discussion. Respondents were very enthusiastic and suggested applying it to other learning. For next step to conducts advanced research to know the influence of utilization WA in term of achievement. Keywords— covid-19 pandemic, ICT optimization, Whatsapp, learning physics. Abstrak — Optimalisasi TIK pada proses pembelajaran jarak jauh diperlukan pada situasi pandemi Covid-19. Salah satunya menggunakan Whatsapp dalam belajar fisika. Penelitian dilakukan dengan metode Deskriptif Kualitatif dan pengumpulan data menggunakan survey, observasi dan wawancara terhadap 30 responden yang merupakan siswa kelas XI IPA SMA IT ANNISA Kadungora. Responden mengisi data melalui chat dan link yang dikirimkan ke grup chat WA. Hasil penelitian menunjukkan 40% sangat terbantu, 53% terbantu dan 7% cukup terbantu dalam komunikasi pembelajaran. Kemudian 7% sangat terbantu, 86% sangat terbantu dan 7% cukup terbantu dalam penyampaian kuliah. Data yang diterima ternyata tidak mengurangi nilai dibandingkan tatap muka langsung. Bahkan mampu meningkatkan motivasi belajar melalui interaksi, meningkatkan kualitas komunikasi dan diskusi. Responden sangat antusias dan menyarankan untuk menerapkannya pada pembelajaran lain. Untuk langkah selanjutnya melakukan penelitian lanjutan untuk mengetahui pengaruh pemanfaatan WA terhadap pencapaian. Kata Kunci : pandemi covid-19, Optimalisasi TIK, Whatsapp, belajar fisika.

Designing for Social Connectivity (Not Everyone Likes Webcams)

eLearn ◽  
2021 ◽  
Vol 2021 (4) ◽  
Author(s):  
William P Lord
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Host Institution ◽  
Face To Face ◽  
Online Technologies ◽  
Potential Benefits ◽  
Complex Solutions ◽  
To Come

COVID-19 has forced vast numbers of educational institutions to shift their operations from being delivered face-to-face to being delivered online. As a result, academic institutions have had to scramble to find complex solutions that meet systems-wide online teaching and learning needs. The quality of interaction that occurs between the educator and the student is crucial to the success of delivering education via online technologies, and it is incumbent on the host institution to provide a usable, effective, and satisfying form of communication all participants may communicate with while maintaining a sense of social presence. It requires little effort to compile a list of potential benefits of using webcams in educational settings. It is more challenging to come up with a list of conditions as to when you may not require all learners to communicate using webcams. This article explores the benefits and challenges of incorporating webcams in teaching and learning in the online learning environment.

Exploring EFL student use of digital backchannels during collaborative learning activities

2021 ◽  
Vol PCP2020 (1) ◽  
pp. 64
Author(s):  
Peter Ilic
Keyword(s):  
Language Learning ◽  
Digital Communication ◽  
Communication Channels ◽  
Content Management ◽  
Learning Activities ◽  
Target Language ◽  
Network Systems ◽  
Group Members ◽  
Collaborative Activities ◽  
Secondary Communication

This chapter highlights several findings related to the learners' use of digital communication channels during online collaborative activities. The term "digital backchannel" is used to imply that there are two channels of communication operating simultaneously during collaborative activities. The predominant digital channel is that of the online content management system controlled by the instructor and accessed in the target language, English. The secondary channel of digital communication (backchannel) is that of the external personal social network systems (SNS) that students employed to interact with group members and others. The researcher collected qualitative and quantitative data on learner interactions within a yearlong series of language learning activities through internet logs and interviews. The students employed digital backchannels with increasing frequency throughout the study period, even though there was an initial reluctance to use a communication channel, they considered very private for public educational activities. These digital backchannels were primarily mobile-based SNS. The students reported that the use of these backchannels increased in use over the study period and led to increased peer communication and networking. Also, students' language use changed when moving between these primary and secondary communication channels, with L1 being used for the main-channel and L2 used for the backchannel.

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