Immersive Virtual Reality versus Webcam in an Online Language Course [Konferenzbericht] Paper presented at the EUROCALL 2021 Conference (29th, Online, Aug 26-27, 2021).

Autor/in	Herrera, Borja
Titel	Immersive Virtual Reality versus Webcam in an Online Language Course [Konferenzbericht] Paper presented at the EUROCALL 2021 Conference (29th, Online, Aug 26-27, 2021).
Quelle	(2021), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Herrera, Borja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Online Courses; Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Computer Simulation; Video Technology; Spanish; Distance Education; Teacher Student Relationship; Teacher Attitudes; Student Attitudes; Nonverbal Communication; Integrated Learning Systems; Computer Mediated Communication; Comparative Analysis; Teaching Methods + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Spanisch; Distance study; Distance learning; Fernunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Schülerverhalten; Non-verbal communication; Nonverbale Kommunikation; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper investigates the differences between Immersive Virtual Reality (IVR) and the webcam (WBC) in the context of a Spanish distance-learning course. Two specific objectives were set: (1) to determine the existence of a relationship of dependence between the device used and the oral interaction, and (2) to analyse the existence of a dependency relationship between the device utilised and the perception of copresence. To that end, online courses and semi-structured interviews were conducted. Regarding the first objective, there is a higher chance of speaking exchanges between student-tutor and tutor-student when using WBC. As for the second objective, we did not have sufficient feedback to determine whether the perception of copresence varies depending on the two profiles. However, the analysis indicates that non-verbal communication was essential for IVR volunteers to experience copresence. The conclusions suggest that the IVR could be more appropriate than WBC for socio-constructivist and communicative teaching pedagogies [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01