scholarly journals Social Presence, Web Videoconferencing and Learning in Virtual Teams

2009 ◽  
Vol 23 (4) ◽  
pp. 301-309 ◽  
Author(s):  
Bas Giesbers ◽  
Bart Rienties ◽  
Wim H. Gijselaers ◽  
Mien Segers ◽  
Dirk T. Tempelaar
Keyword(s):  
Virtual Teams ◽  
Emotional Expression ◽  
Social Presence ◽  
Discussion Board ◽  
Online Course ◽  
Future Research ◽  
Audiovisual Communication ◽  
Online Classroom ◽  
Social And Emotional ◽  
Learning Satisfaction

The potential of information technology to facilitate collaboration in education has grown considerably in recent years. The use of Web videoconferencing, whereby learners in an online classroom can simultaneously collaborate using audiovisual communication tools, increases the learner's ability in social and emotional expression, thus improving communication which may enhance learning satisfaction. This paper compares two cohorts of students who attended the same online course in economics. Both could communicate via a discussion board and one cohort had the additional opportunity to participate in Web conferences. Contrary to expectations, learning satisfaction did not seem to increase with the introduction of Web videoconferencing. This finding leads to several questions for future research.

Prove You Are Not a Dog

2019 ◽  
pp. 201-216
Author(s):  
David J. Mulder
Keyword(s):  
Social Presence ◽  
Online Course ◽  
Instructional Designers ◽  
Online Classroom ◽  
Sense Of Presence ◽  
Desirable Feature ◽  
Real Person

Learning online can be isolating for students. Some students may prefer to be anonymous—on the outset, at least—until they feel comfortable participating in the course. Many instructors value interaction between students or between the student and the instructor, and without a sense of “presence” in the online classroom, some students will be reticent to participate. It is thus incumbent on instructors and instructional designers to create courses that foster interaction between users to develop this sense of being “a real person” online. This chapter examines the concept of social presence, articulates reasons high social presence is a desirable feature in an online course, and provides examples instructors and designers might draw upon for developing social presence in their own courses.

Social Inhibition

2016 ◽  
Author(s):  
Megan McCarty ◽  
Steven Karau
Keyword(s):  
Social Influence ◽  
Emotional Expression ◽  
Social Presence ◽  
Future Research ◽  
Pluralistic Ignorance ◽  
Social Inhibition ◽  
Evaluation Apprehension ◽  
And Behaviors ◽  
Capability Evaluation ◽  
Central Social

Social inhibition is the tendency for behaviors that are exhibited when one is alone to be minimized in the presence of others. Despite the long tradition of research investigating the effects of social presence on behavior, research on social inhibition does not constitute a cohesive literature. This chapter integrates social inhibition research from different traditions, focusing on helping behaviors, emotional expression, and behaviors that elicit social disapproval. We discuss moderators and processes that explain when and why social inhibition occurs: arousal, ambiguity, pluralistic ignorance, diffusion of responsibility, feelings of capability, evaluation apprehension, and confusion of responsibility. Key distinctions between social inhibition and related concepts are presented, helping to establish social inhibition as a central social influence concept. We conclude with an analysis of why social inhibition research has not formed a cohesive literature, and we hope that our review of social inhibition facilitates the integration of future research on the topic.

Assessment in the Online Classroom

2016 ◽  
pp. 152-167
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Online Courses ◽  
Discussion Board ◽  
Online Course ◽  
Graduate Level ◽  
Online Learners ◽  
Online Classroom ◽  
Online Instructors ◽  
Course Materials ◽  
Period Data ◽  
Online Quizzes

This study used quantitative and qualitative data from more than 500 online learners who took secondary, undergraduate, and graduate level online courses during the period 2010 through 2014 and who provided feedback on multiple iterations of those two assessment forms during that period. Data from twelve online course instructors' perceptions were also gathered. Findings include recommendations that instructors of online courses plan discussion board prompts that are narrow in scope, require use of course materials, and are closely monitored by the instructors throughout the posting process. Online quizzes and tests should, whenever possible, allow students immediate access to feedback and results, as such feedback is very well received by students. Various important lessons for online instructors and course planners are shared.

scholarly journals Investigation on graduate students’ social presence and social knowledge construction in two online discussion settings

2021 ◽  
Author(s):  
Chen Guo ◽  
Peter Shea ◽  
Xiangdong Chen
Keyword(s):  
Graduate Students ◽  
Social Presence ◽  
Knowledge Construction ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Social Knowledge ◽  
Online Course ◽  
Interaction Patterns ◽  
Online Discussion Board

AbstractOnline discussions have become important educational activities through which collaborative learning and knowledge construction can be facilitated. This study explores the use of two online discussion tools, online discussion board and VoiceThread, for supporting online course discussion activities among a group of graduate students and investigates the differences in the levels of social presence and social knowledge construction in the two discussion settings. Meanwhile, the participants’ posting behaviors and interaction patterns were also examined. Results reveal that the participants contributed more words when using the audio and video features of VoiceThread. Additionally, the graduate students tended to create more contents and demonstrated more social presence behaviors when interacting with others in the VoiceThread discussion platform. However, the participants exhibited fewer social knowledge construction behaviors than they did in the text-based online discussion board.

Cultivating Teaching Presence and Social Presence Through Multimedia Intervention

2020 ◽  
pp. 140-160
Author(s):  
Wanju Huang
Keyword(s):  
Learning Community ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Discussion Board ◽  
Student Feedback ◽  
Teaching Presence ◽  
Online Course ◽  
Graduate Level ◽  
Personal Learning ◽  
Multimedia Intervention

This chapter examines the influence of weekly check-in videos on students' learning and their perceptions of a learning community within an online graduate-level course. The weekly check-in videos provided in the examined course were created using a systematic approach – a series of items that aim to enhance learning and the idea of learning community. Student feedback was collected through a questionnaire that included seven open-ended questions and the Community of Inquiry survey. Video view counts and students' discussion board interactions were also utilized to evaluate the effectiveness of the videos. The positive feedback from the data reiterates that online students need to feel connected with their peers, instructor, and the institution and benefits from more personal learning experiences. The chapter also provides suggestions and strategies for how to use weekly check-in videos to build a learning community in an online course.

Developmental Psychology

2018 ◽  
Author(s):  
Jessica M. Dollar ◽  
Susan D. Calkins
Keyword(s):  
Mental Health ◽  
Interpersonal Relationships ◽  
Social Adjustment ◽  
Developmental Psychology ◽  
Future Research ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Developmental Theories ◽  
Age Appropriate

This chapter considers the study of developmental psychology, with a focus on the acquisition of age-appropriate social and emotional skills from infancy through adolescence and its role in child and adolescent mental health and social adjustment. In particular, our goals are to (a) provide a discussion of leading relevant developmental theories; (b) describe important dimensions of social and emotional development from infancy through adolescence at the behavioral and biological levels and within the context of interpersonal relationships; (c) provide a selective review of the associations between emotion regulation abilities, social adjustment, and indicators of early psychopathology; and (d) discuss challenges for future research in the field of developmental psychology, focused on social and emotional research that may inform our understanding of the development of mental health challenges for children and adolescents.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

scholarly journals Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class

2021 ◽  
Author(s):  
Kasiyah Junus ◽  
Harry Budi Santoso ◽  
Mubarik Ahmad
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Role Playing ◽  
Future Research ◽  
Computer Aided Instruction ◽  
Online Discussion Forum ◽  
Computer Aided ◽  
Community Of Inquiry Framework ◽  
The Impact

AbstractThis current study investigates the use of online role-playing, in an online discussion forum, in learning the community of inquiry framework – an area of learning covered in the Computer-Aided Instruction (CAI) course, an elective course for Computer Science undergraduate students at Universitas Indonesia. The participants were divided into different roles. Each group was triggered to discuss the implementation of online collaborative learning. A mixed-methods approach was utilised to analyse the qualitative and quantitative data. The result of content analysis exhibited students implementing all the components of the CoI framework. Teaching presence was the rarest, as students were focused on delivering their ideas. Social presence appeared in almost all messages since it is the easiest, and students can feel the impact immediately. The discussion moved to the integration phase but did not proceed to resolution. This study suggested some recommendations and future research topics.

Back to Basics: Developmental Catalysts of Quality Improvement in Early Education and Care

2021 ◽  
Vol 8 (2) ◽  
pp. 200-207
Author(s):  
Emily C. Hanno ◽  
Stephanie M. Jones ◽  
Nonie K. Lesaux
Keyword(s):  
Quality Improvement ◽  
Early Education ◽  
Future Research ◽  
Social And Emotional Development ◽  
Healthy Development ◽  
Social And Emotional ◽  
Early Education And Care ◽  
Education And Care ◽  
Developmental Domains

Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote growth in children’s skills across a range of developmental domains, then describes research documenting these features across today’s early education and care landscape. Turning to strategies for cultivating these features across the diverse early education and care system, the discussion focuses on the central role of the educator. The conclusion draws implications for ongoing public preK expansion and quality improvement efforts, as well as highlights opportunities for future research to further these efforts.

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