Classrooms Without Walls

2010 ◽  
pp. 88-104
Author(s):  
Lesley A. Withers ◽  
Lynnette G. Leonard ◽  
John C. Sherblom
Keyword(s):  
Social Presence ◽  
Second Life ◽  
Computer Mediated Communication ◽  
Three Dimensional ◽  
Cost Effective ◽  
Virtual Classroom ◽  
Synchronous Communication ◽  
Mediated Communication ◽  
Group Project ◽  
Geographically Dispersed

Second Life—an online, three-dimensional, virtual world—offers educators and students the opportunity to enter a virtual classroom, participate in synchronous online discussion and decision making, and engage in group projects with teams of students located in geographically distant universities. The free basic account and portability of the program provides a cost effective way to offer students an enriched educational experience. The visual three-dimensional nature of the space and the ability to engage in either texted or voiced synchronous communication add to the user’s sense of social presence, giving educational experiences in Second Life a set of communication characteristics unique among computer-mediated communication contexts. The present case study examines the communication challenges and achievements of a collaborative classroom group project in which students from three different, geographically dispersed universities worked together and responded to each other’s work to reach a group outcome. Technological and communication concerns are addressed and recommendations are made for motivating students in ways that prepare them to become involved with and focused on achieving the group project goals.

The Paradox of Computer-Mediated Communication and Identity

2011 ◽  
pp. 1559-1575
Author(s):  
Lynnette G. Leonard ◽  
Lesley A. Withers ◽  
John C. Sherblom
Keyword(s):  
Virtual Environment ◽  
Second Life ◽  
Comparative Method ◽  
Computer Mediated Communication ◽  
Three Dimensional ◽  
Past Research ◽  
Mediated Communication ◽  
Thematic Content ◽  
Computer Mediated ◽  
Constant Comparative Method

Past research on the effects of computer-mediated communication (CMC) on identity has focused either on the inherent risks or opportunities it provides. The authors argue that the paradox within the nature of CMC has led to paradoxical predictions about the effects of CMC on identity. Rather than adopting a naïve perspective focusing on only one side of the paradox, the authors take a view of technological realism in which the paradox is embraced. Guided by these views, the authors analyze 59 students’ papers reflecting on their identity choices in the creation and development of a Second Life avatar. Second Life is a three-dimensional (3D) multi-user virtual environment (MUVE) in which users create avatars (called “residents”) to explore, interact with other residents, learn, recreate, and shop with the local currency (i.e., Linden Dollars; http://secondlife.com/whatis/). Using the constant comparative method for thematic content, themes supporting a paradox of CMC effects on identity are identified from the student papers. The implications of a view of technological realism are offered.

scholarly journals Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy

2017 ◽  
Vol 7 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Breffni O’Rourke ◽  
Ursula Stickler
Keyword(s):  
Language Learning ◽  
Joint Attention ◽  
Social Presence ◽  
Time Pressure ◽  
Computer Mediated Communication ◽  
Synchronous Communication ◽  
Future Research ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Definition Of

AbstractWe propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate and a greater degree of social presence relative to asynchronous communication. These properties underlie the benefits and challenges of SCMC for language learning, which we discuss under three headings: (1) SCMC as learning tool; (2) SCMC as target competence; and (3) SCMC as setting for learner dialogue, intracultural and intercultural. We survey research themes in SCMC and preview the contributions of the Special Issue. Finally, we identify questions for future research.

The Paradox of Computer-Mediated Communication and Identity

2010 ◽  
pp. 1-17 ◽  
Author(s):  
Lynnette G. Leonard ◽  
Lesley A. Withers ◽  
John C. Sherblom
Keyword(s):  
Virtual Environment ◽  
Second Life ◽  
Comparative Method ◽  
Computer Mediated Communication ◽  
Three Dimensional ◽  
Past Research ◽  
Mediated Communication ◽  
Thematic Content ◽  
Computer Mediated ◽  
Constant Comparative Method

Past research on the effects of computer-mediated communication (CMC) on identity has focused either on the inherent risks or opportunities it provides. The authors argue that the paradox within the nature of CMC has led to paradoxical predictions about the effects of CMC on identity. Rather than adopting a naïve perspective focusing on only one side of the paradox, the authors take a view of technological realism in which the paradox is embraced. Guided by these views, the authors analyze 59 students’ papers reflecting on their identity choices in the creation and development of a Second Life avatar. Second Life is a three-dimensional (3D) multi-user virtual environment (MUVE) in which users create avatars (called “residents”) to explore, interact with other residents, learn, recreate, and shop with the local currency (i.e., Linden Dollars; http://secondlife.com/whatis/). Using the constant comparative method for thematic content, themes supporting a paradox of CMC effects on identity are identified from the student papers. The implications of a view of technological realism are offered.

“It Feels Right. Therefore, I Feel Present and Enjoy”: The Effects of Regulatory Fit and the Mediating Roles of Social Presence and Self-Presence in Avatar-Based 3D Virtual Environments

2011 ◽  
Vol 20 (2) ◽  
pp. 105-116 ◽  
Author(s):  
Seung-A Annie Jin
Keyword(s):  
Virtual Environments ◽  
Social Presence ◽  
Second Life ◽  
Regulatory Focus ◽  
Computer Mediated Communication ◽  
Regulatory Fit ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Regulatory Strategy ◽  
3D Virtual Environments

This research examined the effects of regulatory fit on media users' enjoyment of interactions with a virtual interlocutor and feelings of social presence and self-presence in the 3D virtual environments (VEs) of Second Life. Results from a two (regulatory focus state: promotion vs. prevention) × two (regulatory strategy: eagerness means vs. vigilance means) between-subjects full-factorial experiment demonstrated that the regulatory fit between regulatory focus state and means for goal pursuit in computer-mediated communication (CMC) within 3D VEs increases users' enjoyment, feelings of presence, and postexperimental healthy eating intentions. A path analysis further revealed the mediating roles of social presence and self-presence. Theoretical and methodological contributions as well as practical implications are discussed.

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.

In a Virtual Classroom, Who has a "Voice"? A Discourse Analysis of Student-Instructor Interactions in Two Second Life-based Courses

2010 ◽  
pp. 237-255 ◽  
Author(s):  
Sharon Stoerger
Keyword(s):  
Deep Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Three Dimensional ◽  
Virtual Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Social Exchanges ◽  
Text Chat ◽  
Student Instructor

Much of the literature argues that educational initiatives that take place in three-dimensional virtual worlds such as Second Life (SL) enable students to construct their knowledge and take ownership for their learning. The notion of a more student-centered learning environment is not new; in fact, similar claims were made about text-based MUD environments and to some extent, educational chat spaces. This study is an attempt to more rigorously examine some of the claims made about the democratic nature of communication in virtual worlds such as SL and the potential for these electronic spaces beyond social exchanges. The findings support the notion that deep learning is possible in virtual worlds using synchronous text chat. However, evidence to suggest that the structure of the educational activities is student-centered is lacking. Contrary to the claims, instructional activities used in the SL courses under investigation relied heavily on a teacher-centered model.

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