Staying Socially Connected with Online Video Communications: A Case Study

Molyneaux, Heather

doi:10.22230/cjc.2012v37n3a2511

Cited by 5 publications

(4 citation statements)

References 31 publications

(21 reference statements)

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“…Videos are a valuable educational tool due to their portability, widespread appeal and applicability to low literacy individuals. Videos have been shown to be valuable in conveying health information and modifying behaviours in several paediatric conditions 11,12 . Within the asthma field, it is well recognised that videos are superior when educating on device use 13 and have proven to be beneficial for improving asthma knowledge and reduction of emergency department visits when used in the outpatient setting 14 with mixed results when studied in the emergency department setting 15…”

Section: Discussionmentioning

confidence: 99%

“…Videos have been shown to be valuable in conveying health information and modifying behaviours in several paediatric conditions. 11,12 Within the asthma field, it is well recognised that videos are superior when educating on device use 13 and have proven to be beneficial for improving asthma knowledge and reduction of emergency department visits when used in the outpatient setting 14 with mixed results when studied in the emergency department setting. 15 In terms of the inpatient setting, most hospital-based studies have evaluated either one-on-one teaching or group-based education 16,17 which are labour intensive, time consuming and difficult to incorporate into ongoing clinical care.…”

Section: Discussionmentioning

confidence: 99%

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Paediatric asthma education: Implementation of video‐based education for families

Frydenberg

Oborne

Polley

et al. 2022

J Paediatrics Child Health

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Aim: To understand the impact of an asthma education video resource introduced to the short stay unit (SSU) of a tertiary paediatric hospital on: (i) parental understanding of and confidence in managing their child's asthma; (ii) the impact of this resource on nurse-led education practices; and (iii) readmission rates. Methods: A mixed methods study was conducted in the SSU over an 18-month period using quantitative survey data from parents and nursing staff and qualitative data from nursing staff focus groups. Results: Of 117 parents surveyed, 94% reported an increase in their understanding of asthma. Following the introduction of the resource, there were fewer nurse-led education sessions delivered (1.91 vs. 1.54, P = 0.04) and a trend towards reduction in time spent delivering this education (27.24 vs. 24.98 min, P = 0.47). Nursing staff confidence in the family's understanding of asthma education was similar pre-and postimplementation (4.22 vs. 4.30, P = 0.97). Readmission rates dropped by 25% (readmissions within 1 month) and by 33.3% (readmission within a week) in the post-intervention cohort. Conclusions: Our asthma education video resource was demonstrated to be an acceptable and effective way of delivering asthma education to families. It created efficiency and consistency for nursing education and practice in our SSU. This resource was viewed by nursing staff as a useful adjunct to their education, enabling consistent messaging and helping structure education delivery. It has been incorporated into hospital systems and national resources which we hope will translate to a reduction in burden of asthma across the community.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Paediatric asthma education: Implementation of video‐based education for families

Frydenberg

Oborne

Polley

et al. 2022

J Paediatrics Child Health

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“…The purpose of computer mediated communication is to allow people to form a virtual community in order to interact with each other without the need to be physically present in time or distance (Gibbons, Molyneaux & Gibbs 2002). Within the virtual communities space Jenkins (2006,2014), Lange (2007), and Molyneaux, O'Donnell and Milliken (2012) frame the role of new media, blogs and vlogs as a place where people engage in participatory culture involving exchange of stories and ideas. While this concept has been largely described for hearing people and scant studies have been applied to Deaf people, it is possible that it can allow these individuals to interact with each other and form an online virtual community as well.…”

Section: Considerationsmentioning

confidence: 99%

The impact of vlogging on deaf culture, communication and identity

Hibbard¹

2021

Preprint

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This thesis presents a framework representing research conducted to examine the impact of website based online video technology for Deaf people, their culture, and their communication. This technology enables American Sign Language (ASL) asynchronous communication, called vlogging, for Deaf people. The thesis provides new insights and implications for Deaf culture and communication as a result of studying the practices, opinions and attitudes of vlogging. Typical asynchronous communication media such as blogs, books, e-mails, or movies have been dependent on use of spoken language or text, not incorporating sign language content. Online video and website technologies make it possible for Deaf people to share signed content through video blogs (vlogs), and to have a permanent record of that content. Signed content is typically 3-D, shared during face-to-face gatherings, and ephemeral in nature. Websites are typically textual and video display is 2-D, placing constraints on the spatial modulation required for ASL communication. There have been few academic studies to date examining signed asynchronous communication use by Deaf people and the implications for Deaf culture and communication. In this research, 130 vlogs by Deaf vloggers on the mainstream website YouTube, and specialized website Deafvideo.TV were examined to discover strategies employed by Deaf users as a result of the technology’s spatial limitations, and to explore similarities and differences between the two websites. Semi-structured interviews were conducted with 26 Deaf people as follow up. The main findings from this research include register of vlogging formality depending on website type, informal on Deafvideo.TV while formal on YouTube. In addition, vlogs had flaming behaviour while unexpected findings of lack of ASL literature and use of technical elements that obscured ASL content in vlogs. Questions regarding the space changes and narrative elements observed have arisen, providing avenues for additional research. This study and more research could lead to a fuller understanding the impact of vlogging and vlogging technology on Deaf culture and identify potential improvements or new services that could offered.

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“…Third, while the shallow time depth of these technologies means that clear behavioral norms have yet to emerge, at least some VCMC participants may hold more flexible views regarding what constitutes appropriate behavior in an interaction, in ways that may not facilitate accommodation. For example, while adult users find it rude when interlocutors multitask during a VCMC conversation (Ames, Go, Kaye, & Spasojevic, 2010; Molyneaux, O'Donnell, & Milliken, 2012; O'Hara, Black, & Lipson, 2006), teenagers may not mind if their VCMC partners simultaneously text, cook, or engage in other activities (Buhler, Neustaedter, & Hillman, 2013; DiDomenico & Boase, 2013). If VCMC speech is subject to less engagement and attention for these reasons, then this would lead us to expect less convergence among younger users who hold these views.…”

Section: Mediated Conversation: Vcmcmentioning

confidence: 99%

Media and Second Dialect Acquisition

Nycz

2019

Ann Rev Appl Linguist

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This article addresses the role that different types of media might play in second dialect acquisition. While many scholars agree that broadcast media such as television have little effect on individual speakers’ language use, research across fields (sociolinguistics, second language learning, laboratory phonology, and phonetics) suggests that high levels of engagement could facilitate dialect learning via mediated speech. I will briefly describe the mechanisms underlying acquisition of new dialect features, discuss how these mechanisms might operate when speakers are exposed to speech via specific types of media, and sketch some avenues for future research.

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Staying Socially Connected with Online Video Communications: A Case Study

Abstract: Video communication conducted online-online videos, video calls, and videoconferencing-

Cited by 5 publications

References 31 publications

Paediatric asthma education: Implementation of video‐based education for families

Paediatric asthma education: Implementation of video‐based education for families

The impact of vlogging on deaf culture, communication and identity

Media and Second Dialect Acquisition

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