Beyond Interaction: The relational construct of 'Transactional Presence'

Shin, Namin

doi:10.1080/02680510220146887

Cited by 113 publications

(53 citation statements)

References 34 publications

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“…smells, body odours). Gunawardena (1995) and Gunawardena and Zittle (1997) applied social presence theory in an educational setting to understand learning in online conferencing groups and many others have followed since then (amongst them are: Tu, 2000;Rourke & Anderson, 2002;Shin, 2002;Stacey, 2002;Swan, 2002;Tu & McIsaac, 2002;Richardson, & Swan, 2003;Shen et al, 2006;Koh et al, 2007;Yang et al, 2007;Kehrwald, 2008;Goggins et al, 2009;Lowenthal, 2009Lowenthal, , 2010Kear, 2010). As mentioned before, social presence is important because it affects participation and social interaction, which are necessary for effective collaboration and knowledge construction.…”

Section: Social Presence Within the Coi Frameworkmentioning

confidence: 99%

Community of Inquiry: Social Presence Revisited

Kreijns

Acker

Vermeulen

et al. 2014

E-Learning and Digital Media

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Social presence is a construct that has attracted the attention of many educational scholars involved in online collaborative learning settings wherein all the dialogue is happening through textbased asynchronous and synchronous communication channels. The social presence of the learning group members is associated with the degree of participation and social interaction amongst them and, as such, is therefore considered a critical variable for learning. The Community of Inquiry (CoI) framework defines social presence as the ability to project one's personal identity in the online community so that she or he is perceived as a 'real' person and/or as progressing through the phases (1) acquiring a social identity, (2) having purposeful communication, and (3) building relationships. However, the CoI social presence construct and its operationalization still leave many issues open. In this article, the original social presence construct is disentangled, concluding that it actually represents two constructs, namely (1) 'social presence' (degree of 'realness' of the other in the communication), and (2) 'social space' (degree to which social interpersonal relationships are salient). It is identified that social presence in the CoI model is actually integrating both constructs but with an emphasis on social space. Extending the CoI framework by making a distinction between social presence and social space is beneficial to the CoI model, because attention to its design and implementation can now be more precise. In addition, as social presence and social space are both progressive and developmental in nature, it fits the underlying philosophy of the CoI framework that embraces this dynamic characteristic.

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Section: Social Presence Within the Coi Frameworkmentioning

confidence: 99%

Community of Inquiry: Social Presence Revisited

Kreijns

Acker

Vermeulen

et al. 2014

E-Learning and Digital Media

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“…A high degree of virtual presence means that participants will have a "sense of being in and belonging in a course and the ability to interact with other students and an instructor, although physical contact is not available" (Shin, 2002). The learners feel cognitively present to tasks and experience mentally the state of "being there" in the distance learning system (Young, Birtolo, & McElman, 2009).…”

Section: Virtual Attendance: More Than Blended Learningmentioning

confidence: 99%

“…This technology facilitates robust interpretation of blended learning which promotes social presence with the benefits of online teaching and learning (Kumar & Benbasat, 2002;Shin, 2002). It further enables exploration of learning designs which utilize social processes in promoting understanding of the social motivation of users, in improving social affordances of telecommunications systems, and in enhancing research of social cognition, interpersonal communication, and theories of mind (Biocca et al, 2003;Lee, & McLoughlin, 2010;Vázquez, 2011, Vázquez & Sevillano, 2012Vázquez & López, 2012).…”

Section: Introductionmentioning

confidence: 99%

Virtual attendance: Analysis of an audiovisual over IP system for distance learning in the Spanish Open University (UNED)

Vázquez‐Cano¹,

Cadavieco

Fernandez

2013

IRRODL

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This article analyzes a system of virtual attendance, called "AVIP" (AudioVisual over Internet Protocol), at the Spanish Open University (UNED) in Spain. UNED, the largest open university in Europe, is the pioneer in distance education in Spain. It currently has more than 300,000 students, 1,300 teachers, and 6,000 tutors all over the world, besides Spain. This university is redefining, on the lines of other universities, many of its academic processes to meet the new requirements of the European Higher Education Area (EHEA). Since its inception, more than 30 years ago, the methodology chosen by UNED has been blended learning. Today, this university combines face-to-face tutorial sessions with new methodological proposals, mediated by ICT. Through a quantitative methodology, the perception of students and tutors of the new model of virtual tutoring, called AVIP Classrooms, was analyzed. The results show that the new model greatly improves the orientation and teaching methodology of tutors. However, it requires training and new approaches to provide a more collaborative and participatory environment for students.

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“…In this environment, colleges and universities began offering increasing numbers of classes where students performed most, if not all, of their assigned academic tasks while physically separated from their classmates (in many cases, never meeting their peers or instructor face to face) and where their only interaction with the instructor and other students came in the form of asynchronous text messages (email, listserv, or discussion board postings). The perceived separation and lack of interaction has been considered by most observers as a fair concession in return for the convenience of anytime, anywhere learning that the growing student population has demanded (Shin, 2002). However, the impact of the isolation and independence characteristic of online learning may not be without consequence.…”

Section: Isolation Attrition and Online Learning As Not For Everyonementioning

confidence: 99%

AMP: A tool for characterizing the pedagogical approaches of MOOCs

Swan¹,

Day²,

Bogle³

et al. 2014

e-mentor

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Online instruction has become part of the core of higher education and a voluminous literature has developed establishing that online instruction is just as effective as face-to-face learning. Simultaneously, however, pervasive reports of isolation and attrition among online learners, attributed to the presumed inability of online classes to support the substantive social interaction and sense of community among learners, have led some to conclude that online learning is not suitable for students who highly value interaction and who cannot function well independently. This study, however, explores how innovations in online instructional media and design may heighten interaction and community building among online learners.This study examines how the use of an online virtual environment impacts on student learning experiences in terms of four constructs: Presence, social presence, social interaction, and sense of community. During this ethnography, the online class proceedings of four hybrid classes were observed over the course of three academic terms. The transcripts of the proceedings, some conducted in the virtual environment and some in an asynchronous discussion forum, were subjected to content analysis to examine how the constructs manifested themselves in the virtual environment, how the environment impacted on their manifestation, how they mutually influenced one another, and how they mutually impacted upon student learning experiences. In addition, the researcher conducted interview and focus group sessions with key informants.The results indicated that the MOO demonstrated stronger manifestations of the constructs than did Blackboard, primarily due to the fast-paced, synchronous exchanges and the ability to display slides which the MOO supported but Blackboard could not.The results suggested that the presence and social presence supported by the MOO promoted the growth of social interaction in both forums which, in turn, promoted the development of sense of community among learners which minimized students' sense of isolation and combated attrition. However, the results also established that the use of the virtual environment was not a panacea, and that the manifestation of the constructs was also dependent upon the pedagogy and degree of involvement and investment in the online forum of both the instructor and the students.

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Beyond Interaction: The relational construct of 'Transactional Presence'

Cited by 113 publications

References 34 publications

Community of Inquiry: Social Presence Revisited

Community of Inquiry: Social Presence Revisited

Virtual attendance: Analysis of an audiovisual over IP system for distance learning in the Spanish Open University (UNED)

AMP: A tool for characterizing the pedagogical approaches of MOOCs

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