Fostering social presence in asynchronous online class discussions

Shih, Lifang; Swan, Karen

doi:10.3115/1149293.1149372

Cited by 12 publications

(7 citation statements)

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“…al, (2006) found that differences in spatiality in video conferencing led to differences in the level of SP. Shih and Swan, (2005), investigating asynchronous online discussion tools, note that the tone of communication affects feelings of SP. These findings can only be understood if SP is not only affected by communication medium.…”

Section: Introductionmentioning

confidence: 99%

A Design Framework for Mediated Personal Relationship Devices

Gooch¹,

Watts²

2011

Electronic Workshops in Computing

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Substantial numbers of people carry out intimate relationships at a distance. These people have to utilise a variety of communication technologies in order to maintain their relationship. Although a number of communication technologies have been developed to help maintain an emotional connection between remote couples, there has been no comprehensive consideration of the design space that these technologies are developed within. We present here a proposed design framework for intimate communication devices. The intention is to highlight the decisions designers have to make when coming up with new communication systems and provide a more formalised system for considering the issues involved.

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Section: Introductionmentioning

confidence: 99%

A Design Framework for Mediated Personal Relationship Devices

Gooch¹,

Watts²

2011

Electronic Workshops in Computing

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“…This is in correspond with the real world which is called the bystander effect -when there are more people in a public space, one is less likely to give help to someone in need because on is expecting others to give their hands. Shih and Swan [6] have shown that the "feeling of being there" or social presence has an affect on students participation in online learning. Meanwhile, Zanbanka et al [7] have shown that the social facilitation/inhibition theory also applies to virtual human.…”

Section: A Presencementioning

confidence: 99%

Hearing but not listening: Auditory icons and presence

Baharin

Muhlberger

2010

2010 International Conference on User Science and Engineering (I-USEr)

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This paper explores the usage of auditory icons in creating the feeling of presence of a remote person in a virtual simulation of domestic life. Auditory icons are the representation of processes or activities using everyday sounds. Presence is defined in this research as 'the feeling of being with others'. In this research, domestic life is simulated using the game called The Sims. Participants were asked to play the game while being able to hear auditory icons that represent another player who were playing the game in a remote place. In actuality the auditory icons is just a sound loop. A presence questionnaire given to 49 users participating in 2 research trials shows that auditory icons can easily be ignored and thus do not induce a high level of social presence, but when the auditory icons are given attention to, social presence is significantly increased. The results from the trials are also discussed from the perspective of Acoustic Communication Theory, which shows that as the auditory environment becomes saturated with sound objects, people tend to be 'distracted listeners'. At the time of writing more experiments are being done to study the effects of auditory icons on presence.

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“…The evolution from online learning's early technology-based curiosity to a more pedagogically based concern with learners and their learning has benefited from two recent theoretical centres-constructivism and blended learning. Building on those foundational pieces, scholars from around the world have contributed to our current understanding of online learning (Akyol & Garrison, 2008;Dron, 2007;Kirschner, Strijbos, & Kreijns, 2004;Mayes, 2006;Shih & Swan, 2005;Swan, 2002;Wilson et al, 2004).…”

Section: From Technology To Interaction Community and Learner-centred Pedagogymentioning

confidence: 99%