Carol Daunt's Doctorate: Telepresence wiki / Resources

This paper reviews research on learner and tutor interaction in asynchronous computer-mediated (ACM) conferences used in distance learning. The authors note claims made for the potential of ACM conferences to promote higher-order critical inquiry and the social construction of knowledge, and argue that there is a general lack of evidence regarding the actual achievement of these aims in such conferences. We present and discuss the relevant research literature currently available on the effects of social presence, the tutor's teaching and moderating strategies, and task type. The paper concludes with recommendations for future research in each of these areas. (Contains 4 tables.)

The Relationship between Teacher Immediacy Behaviours and Distant Learners' Social Presence Perceptions in Videoconferencing Applications . By: Bozkaya, Mujgan. Online Submission, Turkish Online Journal of Distance Educatio-TOJDE v9 n1 p180-192 Jan 2008. 2008 13 pp. (ED499463)

Videoconferencing systems combine face-to-face and mediated interactions in distance education. We extend the use of a Social Presence measure to on-site (face-to-face) learners and distant learners. Comparison between physically present and distant located learners did not indicate significant differences in social presence. Also results indicate that the predicted social presence score for distance instruction is slightly lower than for the on-site instruction for high nonverbal behavior while the reverse is true of low non verbal behaviors. Predicted social presence for face to face instruction is quite higher than for the distance instruction for the high verbal behaviors while the reverse is true of low verbal behaviors. It means that students' social presence is predicted to be higher in the face to face setting comparing to the videoconferencing course in both models. Additionally, when both nonverbal and verbal behaviors increase, the predicted social presence is facilitated, controlling for the grouping variable. In other words, instructors' nonverbal and verbal communication skills enhance learners' social presence in either environment. (Contain 4 tables and 2 figures.)

The Relationship between Teacher Immediacy Behaviors and Learners' Perceptions of Social Presence and Satisfaction in Open and Distance Education: The Case of Anadolu University Open Education Faculty . By: Bozkaya, Mujgan; Aydin, Erdem. Online Submission, Turkish Online Journal of Educational Technology--TOJET v6 n4 Oct 2007. 2007 7 pp. (ED499652)

A significant number of studies in the literature stress the important role of teacher immediacy behaviors on learners' perceptions of social presence and satisfaction in open and distance learning environments. Yet, those studies were conducted in different open and distance education institutions than the current example of which unique characteristics and applications are commonly recognized in the field. Unlike others, the current study examined the effects of both verbal and nonverbal instructor immediacy behaviors on learners' perceptions of social presence and satisfaction in face-to-face academic tutoring services provided in open and distance learning environments. Results indicated a moderate and positive relationship between the control variable and outcome variables. (Contains 3 tables.)

Listening for Silence in Text-Based, Online Encounters . By: Zembylas, Michalinos; Vrasidas, Charalambos. Distance Education, v28 n1 p5-24 May 2007. (EJ764084)

This article addresses the ways in which learners' silence plays out within asynchronous and synchronous text-based, online communication. Our study takes an ethnographic perspective in examining how learners and instructors in two online courses use and interpret silence. The ways in which those learners and instructors eventually integrated silence into their online communication were interpreted as non-participation, confusion, marginalization, and thoughtful reflection. These findings have implications that are relevant to instructors' efforts to create constructive online learning environments and view silence as an important aspect of social presence. We thus propose the need for the development of a deeper analysis--both empirical and theoretical--on the notions of online silence, social presence, and communication.

Assessing Social Presence in Online Discussion Groups: A Replication Study . By: Hughes, Matthew; Ventura, Susie; Dando, Mark. Innovations in Education & Teaching International, v44 n1 p17-29 Feb 2007. (EJ764303)

This paper argues that the emotional state of students' contributions need to be addressed in an online learning community. If feelings of fear, anger or isolation can lead to withdrawal or conflict then the potential for learning is reduced and a facilitator of an online course needs to manage these emotions at an early stage. Therefore, a validated method of assessment of emotional state is required. A method of assessing social presence--which includes emotional aspects--is tested through replication, amended and validated. The process refers to current literature around the nature of online facilitation and concludes with suggestions for monitoring the development of groups' social presence in this medium. (Contains 1 table and 3 figures.)

Looking for Critical Thinking in Online Threaded Discussions . By: Maurino, Paula San Millan. Journal of Educational Technology Systems, v35 n3 p241-260 2006-2007. (EJ762101)

Threaded discussion forums have been a popular topic for the past few years in distance education research and studied as a factor in student participation, satisfaction, learning outcomes, social presence, and interaction. Only recently has it been considered as a potential vehicle for the development of critical thinking skills and deep learning. Thirty-seven current studies on critical inquiry, deep learning. presence, and interaction in distance education were synthesized. The studies were compared for findings about participation quality, participation quantity, critical thinking skills and deep learning, and recommendations. The synthesis revealed that current literature touts the potential for development of deep learning and critical thinking skills through online threaded discussions. For the most part, however, research does not show this happening at a high level or to any great extent. Confounding the issue is the fact that current research is predominated by examination of education and graduate level online classes and is mainly focused on student perceptions and outcomes. This is at odds with the profile of today's "typical" distance education student. The need for more instructor involvement and effort is indicated in much of the research, but bulk of the research has focused on students and not teachers. (Contains 1 table.)

Designing Social Presence in e-Learning Environments: Testing the Effect of Interactivity on Children . By: Tung, Fang-Wu; Deng, Yi-Shin. Interactive Learning Environments, v14 n3 p251-264 Dec 2006. (EJ753502)

The "computers are social actors" paradigm asserts that human-to-computer interactions are fundamentally social responses. Earlier research has shown that effective management of the social presence in user interface design can improve user engagement and motivation. Much of this research has focused on adult subjects. This study discusses the effects of social presence management in child e-learning environment development by specifically examining the role of interactivity in a computer-mediated learning environment in relation to the development of children's attitudes toward computers as well as their intrinsic motivation. A quasi-experimental methodology was adopted for this study. It was found that interactivity had a significant effect on the computer's social presence, its social attraction to children and children's involvement, and intrinsic motivation. The findings suggest that enhancing the interactivity of an e-learning environment can stimulate the presence of social actors, which in turn can enrich a children's learning experience and increase their motivation. (Contains 1 table.)

Social Presence and its Relevancy to Cognitive and Affective Learning in an Asynchronous Distance-Learning Environment: A Preliminary Literature Review . By: Jolivette, Brenda J.. Online Submission, Paper presented at the Academy of Human Resource Development International Conference (AHRD) (Columbus, OH, Feb 22-26, 2006) p533-539 (Symp. 25-1). 2006 7 pp. (ED492717)

This article examines the literature on the theory of social presence and its relevancy to cognitive and affective learning in an asynchronous distance-learning environment. With the evolution of distance education, colleges and universities have found themselves on the cutting edge of an unprecedented new era. This review explores the relationships between student perceptions of self and others and how this influences their cognitive and affective learning outcomes. Conclusions and contributions to HRD are drawn. [For complete proceedings, see ED491487.]

The Emergence of Social Presence as an Overlooked Factor in Asynchronous Online Learning . By: Reio, Thomas G., Jr.; Crim, Susan J.. Online Submission, Paper presented at the Academy of Human Resource Development International Conference (AHRD) (Columbus, OH, Feb 22-26, 2006) p964-971 (Symp. 46-1). 2006 8 pp. (ED492785)

Limited studies on social presence in online learning do not lend themselves to understanding its effects on adult learning. Research indicates a heightened need for examining the relationship between social presence and perceived learning and satisfaction as well as retention in online courses. Incorporating social presence into online courses might promote better learning. Further research on learning in an online environment is necessary to guide educators in delivering the best educational environment. [For complete proceedings, see ED491487.]

Full Text from ERIC

Social Presence in Distributed Group Environments: The Role of Social Identity . By: Rogers, P; Lea, M. Behaviour and Information Technology, v24 n2 p151-158 Mar 2005. (EJ695062)

This paper argues that to achieve social presence in a distributed environment, it is not necessary to emulate face-to-face conditions of increased cues to the interpersonal. Rather, it is argued, that a sense of belongingness to the group, or perceptual immersion in the group, can be realised through the creation of a shared social identity between group members. From this perspective, social presence is a function of the cognitive representation of the group by group members and not the interpersonal bonds between group members. Furthermore, specific design features and characteristics of the distributed learning environment can be utilised to achieve and maintain this shared group identity. This approach, encapsulated by the SIDE model, is discussed and supported by two case studies of distributed students, each consisting of 10 groups, collaborating for a period of 5 weeks on group projects.

When Group Work Leaves the Classroom Does Group Skills Development also Go Out the Window? . By: Baskin, Colin; Barker, Michelle; Woods, Peter. British Journal of Educational Technology, v36 n1 p19-31 Jan 2005. (EJ685324)

In moving towards what Lemke (1996) terms the interactive learning paradigm, higher education has adopted two key principles consistent with group learning technologies: learning is always mediated by and occurs through language ( Falk, 1997; Gee, 1997); and learning is distributed across a range of other people, sites, objects, technologies and time ( Gee, 1997). A third and relatively recent principle to emerge on the higher education scene that seems to contradict accepted views of group learning technologies is that: many universities now choose to offer learning resources online. This paper asks whether Information and Communication Technologies (ICTs) are robust enough to support, sustain and address industry, employer and government calls for greater attention to group skills development in university graduates. Data features an examination of respondent feedback (n 171) in an ICT-rich group work setting, and the subsequent ratings of group skills development over a 13-week period. This discussion offers an account of learner outcomes by adopting Kirkpatrick's (1996) four levels of evaluation of learning as a classification scheme for determining learner satisfaction (Level One), the effectiveness of learning transfer (Level Two), its impact on practice (Level Three) and the appropriation of learning behaviours by participants (Level Four). The contrasting patterns of ICT use between female and male users in the data are discussed in relation to building social presence and producing social categories online. Differences reported here indicate that ICT group work is moving forward, but opportunities to challenge rather than reproduce existing learning relations and differences, remain largely unresolved.

Social Presence Questionnaire of Online Collaborative Learning: Development and Validity . By: Lin, Guan-Yu. Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23, 2004. 2004 4 pp. (ED484999)

This study articulates the construct of social presence and develops a social presence questionnaire for examining online collaborative learning with tests for reliability and validity. Questionnaire items were developed by revising the social presence questionnaire developed by Picciano in 2002 as well as eviewing research in the literature of computer support for cooperative systems (CSCW). Twenty items were developed and administered to 15 graduate students taking an online course. Exploratory factor and reliability analyses resulted in the identification of 12 items reflecting online social presence.

Recognising and Promoting Collaboration in an Online Asynchronous Discussion . By: Murphy, Elizabeth. British Journal of Educational Technology, v35 n4 p421-431 July 2004. (EJ685252)

This paper reports on a study involving the identification and measurement of collaboration in an online asynchronous discussion (OAD). A conceptual framework served for the development of a model which conceptualises collaboration on a continuum of processes that move from social presence to production of an artefact. From this model, a preliminary instrument with six processes was developed. Through application of the instrument to an OAD, the instrument was further developed with indicators added for each process. Use of the instrument to analyse an OAD showed that it is effective for gaining insight into collaborative processes in which discussants in an OAD do or do not engage. Use of the instrument in other contexts would test and potentially strengthen its reliability and provide further insight into the collaborative processes in which individuals engage in OADs. Analysis of an OAD using the instrument revealed that participants engaged primarily in processes related to social presence and articulating individual perspectives, and did not reach a stage of sharing goals and producing shared artefacts. The results suggest that the higher-level processes related to collaboration in an OAD may need to be more explicitly and effectively promoted in order to counteract a tendency on the part of participants to remain at the level of individual rather than group or collaborative effort.

Monitoring Online Communication: Can the Development of Convergence and Social Presence Indicate an Interactive Learning Environment? . By: de Bruyn, Lisa Lobry. Distance Education, v25 n1 p67-81 May 2004. (EJ680550)

More units of study are being offered flexibly, using distance education and online facilities, as a consequence of recent educational developments in higher education, with learner expectations of being able to study when they like and where they like, as well as increasing class enrolments and more students studying remotely or part-time. However, the quality of the learning experience and the efficacy of placing learning activities that require student interaction and discourse in an online environment have been questioned. The concerns raised by educators regarding placing learning activities online are often about the types of learning environments that are being created and the tools available to support student communication in a virtual learning environment. Asynchronous computer-mediated communication is one means of allowing students to communicate independently of time and place, and to communicate questions, opinions and queries when transferring interactive learning activities to an online environment. The use of threaded, online discussions that allow asynchronous communication has been criticised for not producing the perceived benefits for learners and educators. This paper assesses the use of asynchronous computer-mediated communication and the degree of convergence and level of social presence as indicators of developing highly responsive and interactive learning environments in the context of an inquiry-based learning activity, using a case study approach with problem solving and self-directed research.

The Effects of Teacher Social Presence on Student Satisfaction, Engagement, and Learning . By: Wise, Alyssa; Chang, Juyu; Duffy, Thomas. Journal of Educational Computing Research, v31 n3 p247-271 Jan 2004. (EJ683696)

This research experimentally manipulated the social presence cues in instructor's messages to students. The context was an online professional development one-credit course with one-to-one mentoring of students. Additionally, student learning intentions and levels of trust were examined as factors that may mitigate the effects of social presence. Results indicate that social presence affects the learner's interactions and perception of the instructor but has no effect on perceived learning, satisfaction, engagement, or the quality of their final course product. These findings suggest social presence is a correlational rather than a causal variable associated with student learning. Exploratory analyses suggest that trust and learning intentions are potentially important factors impacting student perceptions of the learning environment and performance in the course respectively.

Interpersonal Communication in Computer Mediated Learning. By: Whiteman, Jo Ann M.. 2002 16 pp. (ED465997)

The objective of this paper is to review and analyze several aspects of computer mediated learning and how future communication research questions will be explored. Some of the questions addressed in the paper are: Does this format affect learning performance? Is there enough verbal interaction in a cyberspace class? How are communication researchers affected by not having a face-to-face platform? and How does computer-mediated learning become the great equalizer? The paper describes increasing media richness and social presence in computer-mediated learning. It notes that in online courses, feedback is very important for students to maintain progress, and what ties the student group together is a common goal such as finishing the course with a decent grade. As for communication research, the paper suggests that the ethnographic researcher will have to find a way to penetrate the online community and then remain as an active participant to understand and become part of the community world of his or her subjects. When this is accomplished, an effective analysis and interpretation can be completed. (Contains 30 references.) (NKA)

Teaching and Learning Activities in the Online Classroom: A Constructivist Perspective. . By: Odin, Jaishree K.. 2002 7 pp. (ED477077)

To establish standards of quality in online courses developed through the University of Hawaii's Asynchronous Learning project funded by the Alfred P. Sloan Foundation, a preliminary study of courses from various disciplines was conducted. The aim of the study was to identify teaching activities that contributed to the creation of a high quality interactive classroom where students were actively engaged in the process of learning. The study showed that a direct relationship exists between the teaching activities and the frequency and quality of collaborative learning in the online classroom. Carefully crafted teaching activities contribute toward creating the social presence of the teacher, which directly or indirectly shapes the learning environment and thus significantly impacts the desired learning outcomes. (Contains 12 references and 1 figure.) (Author)

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