Being Together: User’s Subjective Experience of Social Presence in CMC Environments

Hwang, Ha Sung; Park, SungBok

doi:10.1007/978-3-540-73105-4_93

Cited by 20 publications

(13 citation statements)

References 14 publications

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“…This extends the concerns raised by Silva (2012) and Wei and Yanmei (2018), who reported being frustrated that students did not act upon the feedback given to them. One of the assumptions of social presence is the idea of interaction and mutual connectedness (Biocca et al, 2003;Hwang & Park, 2007). In this study, some instructors felt otherwise, indicating a one-way transaction instead of "interaction."…”

Section: Discussionmentioning

confidence: 63%

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

Ketchum

LaFave²,

Yeats³

et al. 2020

OLJ

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This exploratory study critically analyzes instructor perceptions of leaving video feedback and its impact on workload. Using qualitative and quantitative data, it discusses instructor experiences in adding video feedback to written notes in online courses. Specifically, this study asks if instructors will feel more "connected" in video feedback courses, if instructors will report increased workloads, and if they see an improvement in their performance evaluations in video feedback courses. The results reveal that video feedback requires more time than written feedback (i.e., non-video feedback), generates varied instructor experiences concerning social presence, and has little to no impact on instructor performance evaluations. The article concludes that more research is needed to fully understand the instructor experience when using videos, especially in environments where part-time, adjunct instruction is the norm.

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Section: Discussionmentioning

confidence: 63%

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

Ketchum

LaFave²,

Yeats³

et al. 2020

OLJ

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“…Affective connectedness, which is related to a feeling of psychological and social connectedness, is the degree to which participants express intimacy and warmth, through which they can regain psychological presence that might be, respectively, reduced in a mediated environment. It is a very useful concept especially for those who are physically distant from others to nurture and develop social relations (Hwang & Park, 2007). It was similarly emphasised as an important factor in building up intimate relations for productive communication (Mehrabian, 1969).…”

Section: Discussionmentioning

confidence: 99%

Developing an instrument to measure social presence in distance higher education

Kim

2011

Brit J Educational Tech

125

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This paper examines the construct of social presence and develops an instrument to measure social presence in distance higher education. Social presence is regarded as an important factor to understand psychological and emotional relations among distant learners, especially when constructivism and discourse based learning are emphasised. Items initially drawn from the literature were reviewed by experts in relevant fields and extracted through exploratory and confirmatory analyses. Then correlation analysis was executed to see the relationship between social presence and other learning variables. As a result, this study confirmed four factor constructs of social presence: mutual attention and support, affective connectedness, sense of community and open communication, and also generated and verified a social presence instrument with a total of 19 items. IntroductionThe rapid growth in the number of online education programmes and adult online learners has been driven by many factors. The benefit of non-contiguous communication is one of them (Holmberg, 1995). This specific advantage enables a large and growing number of adults to participate in distance learning regardless of their physical locations as well as at any time of their choosing. Flexibility of the learning process and multimedia also play significant roles. In addition, it should be noted that the cost-saving achieved by adult learners through online programmes enhances the accessibility of learning for them. However, a number of experts have voiced their concerns over the quality of online learning, although it has become favoured by many adult learners and educational institutions. Physical distance in an online environment is closely related to the concerns regarding the quality of dynamic interaction among learners. This includes the loss of relational contacts, the lack of face-to-face interaction and the psychological distance resulting from these factors. This concern is more serious when the constructivism in learning is considered, where learners' participation, interactive communication, collaborative learning and community-building and online learning support are stressed (Wallace, 2003).

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“…Considering social presence as an individual's sense of being together [7], a self-reporting questionnaire was used, consisting of ten statements about the system qualities with respect to social presence [4]. Participants were asked to indicate to what extent they agreed to the given statements, using a seven point likert scale (1 = strongly agree, 7 = strongly disagree).…”

Section: Measurement Of Social Presencementioning

confidence: 99%

Hand and eyes

Neureiter

Murer

Fuchsberger

et al. 2013

CHI '13 Extended Abstracts on Human Factors in Computing Systems

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Video-mediated communication (VMC) technologies enable communication and interaction over distance and try to provide the user the experience of real face-to-face interaction and social presence. Although those systems allow a variety of nonverbal cues, most of them lack eye contact due to the vertical displacement between the camera (e.g., at the top edge of the screen) and the image of the communication partner's eyes. In an initial study we explored the interdependency of eye contact, gaze behavior and gestures with respect to social presence. Our results indicate that allowing for eye contact fosters the perception of gestures.

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Being Together: User’s Subjective Experience of Social Presence in CMC Environments

Cited by 20 publications

References 14 publications

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

Developing an instrument to measure social presence in distance higher education

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