The aim of this study is to understand how social media contribute to face-to-face collaborative learning by introvert students in higher education. A total of 233 students participated. This study shows that more introvert students perceive that social media are more helpful for increasing their collaborative learning performance and self-confidence. These students feel that their true nature is hampered in face-to-face contact and prefer to communicate via social media rather than face-to-face communication. Additionally, all students in this study signal that they wish their educators to make more use of social media. HE institutions are therefore recommended to make more use of social media to enhance collaborative learning.
New interaction modes involving avatars in 3D virtual worlds and also software for interpreting facial and voice expressions are recognised for their potential use in soft skills training in professions such as medicine. Doctor to patient communication is becoming a vital element in the transition from cure to care, and communication skills training needs continual revision and development. A series of projects examined in this chapter articulate instructional strategies that rely on controlling communicative parameters such as emotional states. In one project, the natural coach/mentor was complemented by a semi-realistic 3D “Intelligent Virtual Agent”. Pedagogical scenarios like “learning by modeling” rest upon doctors’ and nurse practitioners’ competencies to classify patients’ emotions and various existential crises. The project formulated the method to derive and structure ontologies for emotions and affective behaviors and the outcome is a confrontation between advanced media and instructional strategies. In terms of communicative strategy, the doctor-patient interaction is a precursor to the wider field of professional communication, and needs dedicated methods to consolidate best practices in ontologies for life-long learning.
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