Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Application Of Social Presence Theory In Asynchronous Computer Mediated Communication Through A Website Environment To Support School Home Relationships PDF full book. Access full book title The Application Of Social Presence Theory In Asynchronous Computer Mediated Communication Through A Website Environment To Support School Home Relationships.
| Author | : Karen F. Derby |
| Publisher | : |
| Total Pages | : 234 |
| Release | : 2006 |
| Genre | : Home schooling |
| ISBN | : |
| Author | : Patrick R. Lowenthal |
| Publisher | : Routledge |
| Total Pages | : 182 |
| Release | : 2020-06-09 |
| Genre | : Education |
| ISBN | : 1000021750 |
This book is an investigation into the role which social presence and identity play in online learning environments. Scholars across disciplines have grappled with the questions of what it means for a person to be and to interact online. In the context of online learning, these questions reflect specific concerns related to how well people can learn in a setting limited to mediated interactions and lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to social presence and identity, both of which are complex, multi-faceted, and closely interrelated constructs. The chapters in this book consider how online learning has developed and changed over time in terms of technology, pedagogy, and familiarity. Collectively these chapters show the diverse ways that educational researchers have explored social presence and identity. They also highlight some of the nuanced concerns online educators might have in these areas. This book was originally published as a special issue of Distance Education.
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2003 |
| Genre | : |
| ISBN | : |
Learning is a social process involving conversation, dialogue, and interactivity. Student-student, student-instructor, student-content, and student-interface interaction are considered integral to meaningful learning in both campus-based and web-based education (Moore, 1989; Hillman, Willis and Gunawardena, 1994). A review of the literature suggests that social factors are of increasing concern to distance learning researchers and practitioners. In particular, the concept of social presence has emerged as essential to comprehending the social context of web-based teaching and learning and to students' overall satisfaction with a course. The purpose of the study was to observe and describe the social environment of two sections of Information Sciences 530: Information Access and Retrieval, and to understand students' experiences with social presence. One of the sections was taught in a web-based distance education format, using asynchronous and synchronous text-based chat and audio-conferencing software. The other section was delivered in a traditional, campus-based setting. Both sections were taught by the same instructor and covered the same material. The study used multiple case study design within the framework of naturalistic qualitative research. Participant-observation, document analysis and interviews were used to obtain as much information as possible about the social environment and students' interpretations of social presence. Once the data from each case had been carefully examined and themes identified, a cross case analysis was performed to generate more information about the relationship between social presence in campus-based education and social presence in web-based distance education. In both sections the social environment reflected a myriad of characteristics, including the students' and teacher's previous educational experiences, values and attitudes, as well as interpersonal and intellectual exchanges between and among students and the instructor. The social atmosphere reflected students sharing knowledge and building relationships over time. Students in the campus-based course assigned meaning to social presence in terms of teaching, learning and connecting with fellow students. Participants in the web-based course experienced social presence as an awareness of fellow students based on their classmates' ability to use and manipulate the technology and computer-mediated communication tools.
| Author | : Chad Martin Harms |
| Publisher | : |
| Total Pages | : 206 |
| Release | : 2004 |
| Genre | : Human-computer interaction |
| ISBN | : |
| Author | : Anne M. Harrigan |
| Publisher | : |
| Total Pages | : 131 |
| Release | : 2010 |
| Genre | : Adult college students |
| ISBN | : 9781124177717 |
This study explored social presence and interactivity in an online undergraduate program designed for adult students. Although social presence and interactivity have been shown to be important contributors to student satisfaction, and therefore essential to student recruitment and retention in online programs, the ultimate goal for the examination and implementation of emerging educational practices is to enhance student learning. This study examined social presence and interactivity in relationship to student performance, measured as graded online discussion participation and written project grades. Inferential statistical analysis was used in comparing means and performing correlations to determine relationships among the variables. Additionally, in-depth descriptive analyses of social presence and interactivity as defined for this study, led to conclusions that add to the conversation about the significance of discussion and writing in online educational environments and in higher education more generally. This research highlights a need for further research on social presence and interactivity in online learning. In this study, social presence, represented as a score on a Computer-Mediated Communications Questionnaire, had no significant relationship to student performance. Interactivity, defined as participation in online discussion, had a significant positive relationship to performance on written project assignments. A closer look at the variables and how they were measured revealed that emphasis should be on incorporating discussion activity into online learning environments as a way to help students engage in their learning and perform better on written assignments that are designed by instructors as a way for students to demonstrate their learned knowledge. Furthermore, the complex relationship between social presence and interactivity merits further investigation as educators continue to endorse the benefits of social presence in online learning. Online educators and instructional designers would benefit from additional research results that clarify what we mean by social presence and interactivity and their benefits in the online learning environment. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
| Author | : Bebo White |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 438 |
| Release | : 2011-09-20 |
| Genre | : Education |
| ISBN | : 3642203914 |
Online social media have transformed the face of human interaction in the 21st century. Wikis, blogs, online groups and forums, podcasts, virtual worlds, and social tagging are but a few of the applications enabling innovative behaviors that support acquisition, access, manipulation, retrieval, and visualization of information. It is, therefore, no surprise that educational practitioners and theorists have begun to explore how social media can be harnessed to describe and implement new paradigms for communication, learning, and education. The editors’ goal in publishing this book was to identify original research on the application of online social media and related technologies in education as well as emerging applications in Web technologies that could provide and shape future educational platforms. The selected contributions deal with questions such as how social media can truly enrich and enhance learning and teaching experiences in ways not otherwise possible; how learning can be integrated in a distributed and ubiquitous social computing environment; or what theories, paradigms, and models are applicable for the support of social computing in education. Researchers in education or educational software will find interesting and sometimes provocative chapters on paradigms and methodologies, virtual and mobile learning spaces, and assessment and social factors. Practitioners in these fields will benefit from an additional section devoted to case studies and first experience reports.
| Author | : Sherwyn Morreale |
| Publisher | : Frontiers Media SA |
| Total Pages | : 166 |
| Release | : 2024-05-16 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 2832549136 |
The coronavirus pandemic mandated unexpected 'instant transitions' to remote learning and accelerated student demand for online courses. As a result, colleges and universities in the U.S. and around the world began and have continued to expand their online courses and degree programs. The online learning industry is projected to pass $370 billion by 2026 and one third of post-secondary school administrators indicate they will continue to offer both remote and online course options even after their campuses completely resume offering in-person, face-to-face courses. Students have demonstrated there is an increased demand for online courses as well. A national survey of 1,413 students, registered at U.S. higher education institutions in fall 2020 and spring 2021, said their experiences with learning remotely during the pandemic left them with a positive attitude toward online and hybrid courses. This increased interest calls attention to the need for more scholarly examination of online teaching and learning.
| Author | : Michael Roy Berger |
| Publisher | : |
| Total Pages | : 153 |
| Release | : 2013 |
| Genre | : Distance education |
| ISBN | : |
The growth in online education has led to the need for specific strategies that online instructors can use to assist students with the unique challenges of the modality. While many teaching theories can work online, adaptations need to be made to address issues with retention, persistence, and the immediacy that can arise in computer-mediated communication. Social presence is a strategy that faculty and students can employ to effectively interact in an asynchronous online discussion environment. Students that experience high social presence in a classroom do not feel that the computer-mediated communication is a barrier to their interaction with others, particularly their faculty members. The driving research question for this study was: Is there a difference in final grade, satisfaction, persistence, and retention based on whether faculty demonstrate high levels of social presence cues versus those that demonstrate low levels of social presence cues in online classrooms. This study added to the research on the impact that social presence has on student satisfaction with online faculty, student retention in the online course, student final grade in the online course, and student persistence through to the next online course by examining online classes at a for-profit postsecondary institution that serves primarily non-traditional adult students. Faculty who demonstrated high social presence scores had significantly higher student satisfaction ratings than faculty who had low social presence scores. In addition, faculty who demonstrated a moderate to high amount of social presence had significantly higher student persistence than faculty who had low social presence scores.
| Author | : Crispin Thurlow |
| Publisher | : SAGE |
| Total Pages | : 270 |
| Release | : 2004-02-25 |
| Genre | : Business & Economics |
| ISBN | : 9780761949541 |
This is a uniquely friendly and easy-to-understand treatment of the complex theories and findings that surround CMC. Communication is often complicated, and computerization makes it stranger still, yet the authors have deftly demystified both the miraculous and the mundane of computer-mediated interaction.
| Author | : Brian H. Spitzberg |
| Publisher | : Routledge |
| Total Pages | : 427 |
| Release | : 2009-03-04 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1135597685 |
The Dark Side of Interpersonal Communication examines the multifunctional ways in which seemingly productive communication can be destructive—and vice versa—and explores the many ways in which dysfunctional interpersonal communication operates across a variety of personal relationship contexts. This second edition of Brian Spitzberg and William Cupach’s classic volume presents new chapters and topics, along with updates of several chapters in the earlier edition, all in the context of surveying the scholarly landscape for new and important avenues of investigation. Offering much new content, this volume features internationally renowned scholars addressing such compelling topics as uncertainty and secrecy in relationships; the role of negotiating self in cyberspace; criticism and complaints; teasing and bullying; infidelity and relational transgressions; revenge; and adolescent physical aggression toward parents. The chapters are organized thematically and offer a range of perspectives from both junior scholars and seasoned academics. By posing questions at the micro and macro levels, The Dark Side of Interpersonal Communication draws closer to a perspective in which the darker sides and brighter sides of human experience are better integrated in theory and research. Appropriate for scholars, practitioners, and students in communication, social psychology, sociology, counseling, conflict, personal relationships, and related areas, this book is also useful as a text in graduate courses on interpersonal communication, ethics, and other special topics.
