The Distance between Us: Using Construal Level Theory to Understand Interpersonal Distance in a Digital Age

Norman, Elisabeth; Tjomsland, Hege Eikeland; Huegel, David

doi:10.3389/fdigh.2016.00005

Cited by 17 publications

(21 citation statements)

References 10 publications

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“…Online platforms provide opportunities to meet and discuss without being physically close to each other. However, this type of technology may not reproduce the same interpersonal distance as physical presence [ 16 ]. Students may feel distant and detached from the rest of the group despite being connected via the computer screen and audio.…”

Section: Discussionmentioning

confidence: 99%

A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic

2021

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Background Educational pedagogies were modified during the COVID-19 pandemic to minimise interruption to teaching. One approach has been the distance learning problem-based learning (PBL) tutorial utilising the online peer-to-peer platform. The aim of this study was to compare the performance of students using distance learning PBL tutorials using with that of students utilising the conventional face-to-face approach. Methods This retrospective study was conducted in a single academic institution. We compared two groups of fourth-year medical students from the same class: one group used distance learning (DL); the other, the face-to-face (FF) method. We used students’ baseline performance at the preceding block for one-to-one propensity score matching. Students utilising the PBL tutorial were given grades by their tutors according to a standardised scoring system encompassing five key areas (score range: 0–10). The main outcome was a student’s total score (i.e., the sum of the scores from the five key areas, ranging from 0 to 50). Result We matched 62 students in each group. With four tutorials, there were 490 observations, with 245 in each group. The mean total score for the DL group was 37.5 ± 4.6, which was significantly lower than that of the FF group (39.0 ± 4.4, p < 0.001). We noted that students in the DL group had a significantly lower scores for all five areas of proficiency: participation, communication, preparation, critical thinking and group skills. Conclusion Findings of this study revealed that the performance of students utilising the DL PBL tutorials was lower than that of students participating in the conventional FF approach. Further studies are needed to ascertain the underlying cause.

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Section: Discussionmentioning

confidence: 99%

A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic

2021

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“…First, whereas previous research showed the effects of psychological distance in offline contexts [16,26,28], this has not been fully investigated in relation to Web-based communication contexts. It has been suggested that Web-based environments permit more confounded relationships for psychological distance dimensions (eg, with videoconferencing one can interact with spatially distant others in real time) compared with offline contexts [36]. Whether spatial distance is still important in Web-based contexts is a debated topic [37-39].…”

Section: Discussionmentioning

confidence: 99%

Too Far to Care? Measuring Public Attention and Fear for Ebola Using Twitter

Lent¹,

Sungur²,

Kunneman³

et al. 2017

J Med Internet Res

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BackgroundIn 2014, the world was startled by a sudden outbreak of Ebola. Although Ebola infections and deaths occurred almost exclusively in Guinea, Sierra Leone, and Liberia, few potential Western cases, in particular, caused a great stir among the public in Western countries.ObjectiveThis study builds on the construal level theory to examine the relationship between psychological distance to an epidemic and public attention and sentiment expressed on Twitter. Whereas previous research has shown the potential of social media to assess real-time public opinion and sentiment, generalizable insights that further the theory development lack.MethodsEpidemiological data (number of Ebola infections and fatalities) and media data (tweet volume and key events reported in the media) were collected for the 2014 Ebola outbreak, and Twitter content from the Netherlands was coded for (1) expressions of fear for self or fear for others and (2) psychological distance of the outbreak to the tweet source. Longitudinal relations were compared using vector error correction model (VECM) methodology.ResultsAnalyses based on 4500 tweets revealed that increases in public attention to Ebola co-occurred with severe world events related to the epidemic, but not all severe events evoked fear. As hypothesized, Web-based public attention and expressions of fear responded mainly to the psychological distance of the epidemic. A chi-square test showed a significant positive relation between proximity and fear: χ22=103.2 (P<.001). Public attention and fear for self in the Netherlands showed peaks when Ebola became spatially closer by crossing the Mediterranean Sea and Atlantic Ocean. Fear for others was mostly predicted by the social distance to the affected parties.ConclusionsSpatial and social distance are important predictors of public attention to worldwide crisis such as epidemics. These factors need to be taken into account when communicating about human tragedies.

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“…When exercising at home, one needs to adhere to the following rules [7,8]: 1. Workouts should be done in a room or outdoors; 2.…”

Section: Resultsmentioning

confidence: 99%

Features of self-learning physical culture during distance education

2021

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On March 14, 2020, an order was posted on the website of the Ministry of Science and Higher Education of the Russian Federation on new rules for organizing educational activities in Russian universities, heads of higher educational institutions were instructed to organize interaction between students and teachers in the educational process in a distance format. Self-study contributes not only to the development of physical skills and health, but also helps to better assimilate the educational material, since the body must periodically receive a “jolt” between long “periods of sitting” in other disciplines. The topic of self-study is especially relevant during periods of a pandemic, when many educational institutions transfer their students to “distance education” and organized physical education classes become impossible. At this time, everyone should understand for himself that it is necessary to perform the exercises, because in such conditions most of the time is spent sitting, while not being active. The number of movements performed per day becomes too low. Therefore, daily physical activities are indispensable and necessary in everyone’s life, an alternative solution to the gym is needed, and the work offers a set of exercises at home for distance learning students.

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The Distance between Us: Using Construal Level Theory to Understand Interpersonal Distance in a Digital Age

Cited by 17 publications

References 10 publications

A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic

A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic

Too Far to Care? Measuring Public Attention and Fear for Ebola Using Twitter

Features of self-learning physical culture during distance education

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