Presence Analytics: Making Sense of Human Social Presence within a Learning Environment

2018 ◽  
Author(s):  
Muawya Habib Sarnoub Eldaw ◽  
Mark Levene ◽  
George Roussos
Keyword(s):  
Learning Environment ◽  
Social Presence ◽  
Making Sense

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study

2016 ◽  
Vol 55 ◽  
pp. 310-321 ◽  
Author(s):  
Xianhui Wang ◽  
James Laffey ◽  
Wanli Xing ◽  
Yanfei Ma ◽  
Janine Stichter
Keyword(s):  
Learning Environment ◽  
Social Presence ◽  
Virtual Learning ◽  
Virtual Learning Environment

scholarly journals Impact of Multitasking on Listening Effectiveness in the Learning Environment

2012 ◽  
Vol 3 (2) ◽  
Author(s):  
Alla Kushniryk ◽  
Kenneth J. Levine
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Social Presence ◽  
Online Survey ◽  
Etude Expérimentale ◽  
Face To Face ◽  
The Third ◽  
Survey Questions ◽  
Recorded Lecture ◽  
The Impact

This experimental study evaluated the impact of multitasking and social presence on students’ performances in the learning environment. In the first live-presenter group, the participants listened to a lecture in a face-to-face environment. In the second virtual-presenter group, the participants listened on their computers to a pre-recorded lecture. The participants of these groups listened to a lecture and simultaneously wrote responses to open-ended online survey questions. While the participants of the first two groups were multitasking, those in the third group completed listening and writing tasks sequentially. It was found that multitasking significantly decreased performances on both the listening and writing tasks. The experiment also uncovered that the degree of social presence did not affect students’ performances on the listening or writing tasks in the learning environment. The perceived degree of social presence was the same in the virtual- and live-presenter groups. La présente étude expérimentale évalue les conséquences de la multiplicité des tâches et de la présence sociale sur la performance des étudiants dans l’environnement d’apprentissage. Le premier groupe a assisté à une cours donnée par un conférencier sur place. Le deuxième groupe a écouté le cours préenregistrée à partir d’un ordinateur. Les participants de ces deux groupes ont répondu simultanément en ligne aux questions ouvertes d’un sondage. Alors que les participants des deux premiers groupes ont effectué des tâches multiples simultanément, ceux du troisième groupe ont d’abord écouté puis ont répondu au sondage de façon séquentielle. Les chercheurs ont découvert que le fait de réaliser des tâches multiples entraînent une baisse importante de la performance en ce qui a trait à l’écoute et à la rédaction des réponses. L’expérience a aussi permis de découvrir que la présence en classe n’influe pas sur la performance des étudiants en ce qui a trait aux tâches d’écoute ou de rédaction dans l’environnement d’apprentissage. Le degré perçu de présence sociale était le même dans le groupe du conférencier virtuel que dans celui du conférencier en direct.

scholarly journals Interactive Online Teaching of Phonetic Skills: Introductory Phonetic Course

2021 ◽  
Vol 7 (1) ◽  
pp. 94-112
Author(s):  
Inessa Azarova ◽  
Iuliia Ivanytska ◽  
Iryna Nykyforenko ◽  
Olena Vasylchenko
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Communication Skills ◽  
Social Presence ◽  
Learning Process ◽  
Mobile Applications ◽  
Online Teaching ◽  
Virtual Learning Environment ◽  
First Year Students ◽  
National University

This paper aims to develop a methodology for forming communication skills (specifically phonetic skills) through a virtual learning environment involving online learning platforms, online tools, and mobile applications, which determines the relevance and timeliness of the study. The authors present their experience of effective use of modern online resources and mobile applications to develop phonetic and communication skills in first-year students studying German as the first and second foreign language at the Department of German Philology at Odesa I.I. Mechnikov National University, Ukraine. According to the survey, modern digital tools and applications help students reveal interest and, more importantly, increase motivation in learning a foreign language. They enable students to keep in touch with their teachers, who provide them with feedback and support, creating the effect of social presence which is so vital in a distance learning environment. The significance of the research is to establish the background for the formation of students’ self-development and self-education skills, encourage the students to take responsibility for their learning process, and motivate their learning activities with the most effective tools and technologies that do not only complement traditional teaching methods, but also contribute to the learning process improvement and enhancement. Consequently, the research findings can apply to the development of communicative competence, which is the main goal in teaching any foreign language.

The Corporate Learning Environment

2005 ◽  
pp. 1-38 ◽  
Author(s):  
Jerry Klein ◽  
Deniz Eseryel
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Rate Of Change ◽  
Learning Systems ◽  
Document Management ◽  
Multiple Systems ◽  
Corporate Learning ◽  
Making Sense ◽  
Knowledge Intensive ◽  
And Performance

Emerging technology has changed the focus of corporate learning systems from task-based, procedural training to knowledge-intensive problem-solving with deep conceptual learning. In addition, the deployment of open systems and distributing processing are adding new stresses to learning systems that can barely keep pace with the current rate of change. Learning environments to address these challenges a reviewed within a framework of the conventional learning curve, in which different learning elements are required to support different levels of expertise. An adaptive development model for creating and sustaining a learning environment is proposed that consists of the iterative application of three phases: (1) analysis and reflection, (2) architecture inception and revision, and (3) alignment. The model relies on the notion that analysis deals as much with synthesis and learning as it does with decomposition. We conclude that the concept of a “learning environment” provides a viable construct for making sense of the array of systems designed to support knowledge management, document management, e-learning, and performance support. A learning environment with a well-defined architecture can guide the convergence of multiple systems into a seamless environment providing access to content, multimedia learning modules, collaborative workspaces, and other forms of learning support. Finally, we see future learning environments consisting of networks of databases housing content objects, elegant access to the content, ubiquitous virtual spaces, and authoring tools that enable content vendors, guilds, and universities to rapidly develop and deliver a wide range of learning artifacts.

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