Improving Online Social Presence through Asynchronous Video

Autor/inn/en	Borup, Jered; West, Richard E.; Graham, Charles R.
Titel	Improving Online Social Presence through Asynchronous Video
Quelle	In: Internet and Higher Education, 15 (2012) 3, S.195-203 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2011.11.001
Schlagwörter	Electronic Learning; Educational Strategies; Computer Mediated Communication; Online Courses; Distance Education; Classroom Environment; Teacher Student Relationship; Peer Relationship; Social Environment; Web Based Instruction; Virtual Classrooms; Conventional Instruction; College Instruction; College Students; Student Attitudes; Learning Processes; Comparative Analysis; Interviews; Asynchronous Communication; Video Technology + Suchen Sie Ihr Suchwort? Lehrstrategie; Computerkonferenz; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Soziales Umfeld; Web Based Training; Hochschullehre; Collegestudent; Schülerverhalten; Learning process; Lernprozess; Interviewing; Interviewtechnik
Abstract	Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has provided insight into ways that online interactions can improve students' and instructors' social presence and learning. Emerging video technologies may be able to improve these interactions and thus more easily support the development of communities of inquiry. In this study we interviewed students in three distinct courses using different video-based instructional strategies. A large majority of students indicated feeling that the video-based communication made their instructors seem more real, present, and familiar, and that these relationships were similar to face-to-face instruction. Video communication impacted students' social presence in similar ways, although to a lesser degree than they believed it impacted instructor social presence. We conclude with discussion for future research and practice. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10