Social Presence in Synchronous Hybrid Settings

Autor/inn/en	Peterson, Amy T.; Bell, John E.; Cain, William; Cheng, Cui
Titel	Social Presence in Synchronous Hybrid Settings
Quelle	(2016), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Attitudes; Educational Technology; Interpersonal Relationship; Nonverbal Communication; Interaction; Group Discussion; Computer Mediated Communication; Technology Uses in Education; Online Courses; Teleconferencing; Cues; College Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Unterrichtsmedien; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Non-verbal communication; Nonverbale Kommunikation; Interaktion; Gruppendiskussion; Computerkonferenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Telekonferenz; Stichwort; Collegestudent
Abstract	This article reports the results of a study that examined learners' perceptions of social presence and sociability in synchronous hybrid courses that employed both video teleconferencing and telepresence robots. Social presence has been an important topic of study in online courses, with researchers finding that students with higher social presence were more involved in class discussions (Cobb, 2009) and more motivated (Yang, Tsai, Kim, Cho & Laffey, 2006). Using focus groups, we found that technology configurations affected students' perceptions of social presence. Students suggested affordances that may have influenced social presence: personal portals, autonomy of movement, ability to see nonverbal cues, development of unspoken policies, and off-task interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01