scholarly journals Face-to-face and online interactions – Is a task a task?

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Annette Duensing ◽  
Ursula Stickler ◽  
Carolyn Batstone ◽  
Barbara Heins
Keyword(s):  
Face To Face ◽  
Online Interactions

scholarly journals Cyber-Flirting: An Examination of Men's and Women's Flirting Behaviour Both Offline and on the Internet

2004 ◽  
Vol 21 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Monica T. Whitty
Keyword(s):  
Physical Attractiveness ◽  
The Body ◽  
Nonverbal Cues ◽  
Future Research ◽  
The Internet ◽  
Research Needs ◽  
Men And Women ◽  
Face To Face ◽  
Online Interactions

AbstractWhile flirting is a relatively underresearched area within psychology, even less is known about how people cyber-flirt. This paper explores how often individuals flirt offline compared to online. Moreover, it attempts to examine how men and women flirt within these different spaces. Five thousand, six hundred and ninety-seven individuals, of which 3554 (62%) were women and 2143 (38%) were men, completed a survey about their flirting behaviour both in face-to-face interactions and in chatrooms. The first hypothesis, which stated that the body would be used to flirt with as frequently online as offline, was partly supported. However, it was found that individuals downplayed the importance of physical attractiveness online. Women flirted by displaying nonverbal signals (offline) or substitutes for nonverbal cues (online), to a greater extent than men. In chatrooms men were more likely than women to initiate contact. It is concluded that cyber-flirting is more than simply a meeting of minds and that future research needs to consider the role of the body in online interactions.

The Importance of Social Presence and Strategies for Incorporating It Into an Online Course

2020 ◽  
pp. 107-122
Author(s):  
Joshua Elliott
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Course Delivery ◽  
Online Course ◽  
Online Learning Environments ◽  
Face To Face ◽  
Online Interactions

As with any mode of course delivery, there are both positives and negatives to online learning. There are the commonly cited positive features of online learning like the removal of geographic restrictions and scheduling barriers. Limitations may include unfamiliarity for those new to online learning and misunderstandings resulting from the transition from primarily face-to-face interactions to only online interactions. One of the nice things about online learning environments is that many of the possible drawbacks can be countered turning them into strength. Building a strong social presence in an online course can help with this. This chapter discusses three categories of strategies for building a social presence; ice breakers, netiquette activities, and discussion activities.

scholarly journals Extradyadic Involvement in Dating Relationships: Prevalence and Factor Structure of The Extradyadic Behavior Inventory

2016 ◽  
Vol 9 (1) ◽  
pp. 131-131
Author(s):  
A. Martins ◽  
◽  
R. Andrade ◽  
I. Narciso ◽  
M. C. Canavarro ◽  
...  
Keyword(s):  
Factor Structure ◽  
Cross Sectional Study ◽  
Factor Models ◽  
Sectional Study ◽  
Dating Relationships ◽  
Cross Sectional ◽  
Relational Information ◽  
Face To Face ◽  
Online Interactions ◽  
Comprehensive List

Objective: High rates of extradyadic involvement during dating have been reported. An increasing attention has been given to extradyadic online interactions. Recently, a measure including a comprehensive list of face-to-face and online extradyadic behaviors (EDB) was developed, the Extradyadic Behavior Inventory (EDBI; Luo, Carter, & Snyder, 2010). The aims of this study were to assess the prevalence rates of face-to-face and online EDB during exclusive dating relationships, and to examine the factor structure of the EDBI. Design and Method: The sample of this cross-sectional study consisted of 947 participants (275 men and 672 women), with a mean age of 23.40 years (SD = 3.99). Participants were in the current relationship for an average of 34 months. Participants completed a self-reported questionnaire on sociodemographic and relational information and the Portuguese version of the Extradyadic Behavior Inventory. Results: Most participants (66.2% of men and 60.4% of women) reported engagement in face-to-face EDB, and 50.2% of men and 42.1% of women reported engagement in online EDB. Men reported significantly higher engagement in online interactions than women. The exploratory factor analysis identified a two-factor structure for both face-to-face (physical/sexual and emotional) and online (sexual and emotional) EDB. Men reported significantly higher scores than women in all forms of extradyadic involvement. Conclusions: The two-factor models identified for face-to-face and online extradyadic involvement are consistent with the perspective that differentiates two types of infidelity – sexual and emotional. By covering a comprehensive list of clearly defined EDB, the EDBI overcomes important limitations of research on infidelity.

Facing the Challenges of a New Communication Era

2019 ◽  
pp. 122-136
Author(s):  
James M. Goodwin
Keyword(s):  
Effective Communication ◽  
Relationship Building ◽  
Shared Understanding ◽  
Face To Face ◽  
Online Interactions ◽  
And Control

Interpersonal deception, issue acceptance, privacy and control of information, and relationship building are key challenges people face each day in their quests to communicate effectively. Conquering these challenges is important in achieving shared understanding and making interactions flow smoothly and contain feedback and communication adjustments. Uncertainty is a risk to effective communication, so this chapter offers methods to adjust behaviors, solve problems, and build trust to create and nurture communicative relationships. The literature addresses the various ways that communicators have attempted to achieve success over the years. This is followed by an explanation of the key challenges and how to address them. A flexible, full-cycle examination indicates ways to energize effective communication in both face-to-face and online interactions.

Investigating the Online Interactions of a Team of Test Developers Working in a Wiki Environment

2013 ◽  
pp. 362-386
Author(s):  
Anna Filipi ◽  
Sophie Lissonnet
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Online Environment ◽  
Affiliative Behavior ◽  
Sequence Structure ◽  
Language Competence ◽  
Face To Face ◽  
Online Interactions ◽  
Test Items ◽  
Language Tests

This chapter reports an investigation of online interactions occurring in the context of the development of a suite of foreign language tests known as the Assessment of Language Competence (ALC) (http://www.acer.edu.au/alc/). The interactions took place in a wiki environment from 2007 to 2009. The aim of the investigation was twofold. The first was to identify the features of the organization of online postings in an asynchronous online environment and to compare them with the organization of face-to-face interaction. The second was to examine how expertise is invoked in interactions centered on the vetting of test items. The chapter uses selected findings from Conversation Analysis and applies them to the postings on the wiki. Findings from the analysis include the rarity of self-repair, similarities in the organization of sequence structure and the same orientations to affiliative behavior found in conversation.

Investigating the Online Interactions of a Team of Test Developers Working in a Wiki Environment

2010 ◽  
pp. 194-211
Author(s):  
Anna Filipi ◽  
Sophie Lissonnet
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Online Environment ◽  
Affiliative Behavior ◽  
Sequence Structure ◽  
Language Competence ◽  
Face To Face ◽  
Online Interactions ◽  
Test Items ◽  
Language Tests

This chapter reports an investigation of online interactions occurring in the context of the development of a suite of foreign language tests known as the Assessment of Language Competence (ALC) (http://www.acer.edu.au/alc/). The interactions took place in a wiki environment from 2007 to 2009. The aim of the investigation was twofold. The first was to identify the features of the organization of online postings in an asynchronous online environment and to compare them with the organization of face-to-face interaction. The second was to examine how expertise is invoked in interactions centered on the vetting of test items. The chapter uses selected findings from Conversation Analysis and applies them to the postings on the wiki. Findings from the analysis include the rarity of self-repair, similarities in the organization of sequence structure and the same orientations to affiliative behavior found in conversation.

The Use of Database-Driven Web Pages to Increase the Functionality of Current Online Learning Technology

2011 ◽  
pp. 246-260
Author(s):  
Richard Caladine
Keyword(s):  
Online Learning ◽  
Web Pages ◽  
Web Page ◽  
Universities And Colleges ◽  
Face To Face ◽  
Online Interactions ◽  
The Rich ◽  
Face To Face Learning ◽  
The University ◽  
The Web

Online learning and course management systems are central to learning universities and colleges, and a model that blends face-to-face learning with distance education can combine benefits of the rich human learning relationships with the benefits of flexibility of where and when students learn. A large number of universities and colleges are adopting a blended model of learning. In the past, online interactions between learners generally have taken the form of text-based discussion forums, and while these have been used with great success in many courses, there are other interactions that have been difficult or impossible to undertake online. Database-driven Web sites were developed to make these interactions possible. Database-driven Web pages or collaborative, user-produced, Internet documents (CUPIDs) represent an innovation in online learning that allows learners to add, remove and edit the content of a Web page and/or upload files. As the data are input via Web forms, no programming skills are required. The data from the forms are processed by the database and the Web page is then rebuilt by the database. In this way, the database constructs or “drives” the Web page. CUPIDs have been used to facilitate a range of online interactions between learners in subjects at the University of Wollongong. The subjects all employ a model that blends face-to-face and online components. As well, learners may be distributed geographically between the five campuses of the university. The examples are: a Collaborative Online Glossary (COG); a Collaborative Online Reporting (COR); an Online Student Collected and Annotated Resources (OSCAR); as well as, a Collaborative Online Movie Review (COMR). By fostering new types of online interactions, CUPIDs provide greater functionality to online collaboration and open the door to a host of activities that are new to collaboration, online or otherwise and hence have a place in online learning of the future.

Critical thinking in reflective sessions and in online interactions

AILA Review ◽  
2005 ◽  
Vol 18 ◽  
pp. 41-57 ◽  
Author(s):  
Maria Antonieta Alba Celani ◽  
Heloisa Collins
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Continuing Education ◽  
Classroom Practices ◽  
Education Programme ◽  
Detailed Account ◽  
Teacher Education Programme ◽  
Face To Face ◽  
Online Interactions ◽  
Pilot Intervention

This paper focuses on online educational sessions of a continuing teacher education programme. The aim of this programme is to give a contribution to the continuing education of teachers of English as critical professionals, aware of discursive classroom practices, able to analyze them in the light of objectives to be reached and knowledge to be constructed. The paper gives a detailed account of how teachers deal with central issues in face to face reflective sessions and online interactive discussions and shows the results of a pilot intervention aiming at helping teachers develop more reflective and critical perspectives.

Getting to know you: Face-to-face versus online interactions

2011 ◽  
Vol 27 (1) ◽  
pp. 153-159 ◽  
Author(s):  
Bradley M. Okdie ◽  
Rosanna E. Guadagno ◽  
Frank J. Bernieri ◽  
Andrew L. Geers ◽  
Amber R. Mclarney-Vesotski
Keyword(s):  
Face To Face ◽  
Online Interactions
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