Educational Communication in Virtual Worlds and Videoconference

Tapsis, Nikolaos; Tsolakidis, Konstantinos

doi:10.3991/ijet.v9i9.4190

Cited by 5 publications

(4 citation statements)

References 22 publications

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“…However, since the participants knew that during the test they would not be allowed to use the notes that some of them took during the lecture, they did their best to memorise the lecture's content. In accordance with the MNT (Kock 2005), we suggest that the low level of medium naturalness in the oneway videoconferencing condition imposed a high cognitive load on the learners (Reychav, Warkentin and McHaney 2015;Tapsis and Tsolakidis 2015), which affected their scores on the achievement test. However, contrary to our first hypothesis and to the predictions of the MNT, participants in the one-way videoconferencing condition gained more inferential knowledge compared to those in the two-way videoconferencing condition.…”

Section: Discussionmentioning

confidence: 80%

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Blau¹,

Weiser²,

Eshet-Alkalai³

2017

Research in Learning Technology

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This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing) and by learners' personality traits (extroversion-introversion and emotional stabilityneuroticism). The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the 'poor get richer' principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.

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Section: Discussionmentioning

confidence: 80%

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Blau¹,

Weiser²,

Eshet-Alkalai³

2017

Research in Learning Technology

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“…According to Baber (2020), an effective interaction in online learning will lead to students' knowledge and better learning outcomes. As stated by Tapsis & Tsolakidis (2014), dialogue is an important dimension of any distance learning program. Ultimately, meaningful interaction is a necessary tool for enhancing the effectiveness of learning (MEHALL, 2020).…”

Section: Introductionmentioning

confidence: 99%

Educational Teacher-Student Communication During Emergency Remote Education

Hnezdilova,

Movchan,

Tkachenko

et al. 2023

Br. J. Ed., Tech. Soc.

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Resumo. Com o advento da tecnologia de comunicação síncrona mediada por computador, a comunicação educacional online é possibilitada por vários aplicativos, plataformas online e sites de redes sociais que foram incorporados à rotina diária de professores e alunos. A pandemia deu origem a um aumento da comunicação educacional virtual. No entanto, nos últimos anos, tem havido uma forte preocupação com o potencial dos ambientes virtuais de aprendizagem para atender às necessidades de comunicação dos alunos. Dado que a comunicação está classificada entre as mais notáveis em termos da relação entre o aluno e o professor, o objetivo principal da pesquisa é explorar se a aprendizagem online tem um efeito negativo na comunicação entre professores e alunos através da lente de pesquisa recente. Os autores buscaram compreender os componentes básicos da comunicação educacional e suas características. O artigo é uma revisão narrativa da literatura utilizando fontes de pesquisa secundárias. Oferecemos a seguinte estrutura de componentes: transmissor/receptor (comunicadores), canal, mensagem, contexto, som, avaliação e feedback. O estudo concluiu que a qualidade da comunicação educativa online depende de múltiplos fatores: prontidão dos comunicadores para interação ativa; o nível de formação no uso da tecnologia; aprendizagem diversificada; e aplicação de tecnologia; adaptação do estilo de ensino ao ambiente online; obedecendo aos princípios de interação: máximas de qualidade, quantidade, relevância e forma; mecanismos abrangentes de avaliação e avaliação e uma sólida compreensão do processo de comunicação educacional; feedback contínuo; ambiente emocional, de apoio comunitário e de aprendizagem colaborativa; atmosfera de aprendizagem.Palavras-chave: educação remota de emergência; e-learning; educação pandêmica; comunicação educativa; ensino superior.

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“…This research has also shown high participant satisfaction with the use of videoconferencing as an educational technology. Tapsis and Tsolakidis (2015) compare the advantages of using virtual worlds and videoconferencing as supporting tools for educational communication in distance learning. In their research they conclude that both platforms offer similar benefits, but the choice should be based on the specific requirements of the course subject.…”

Section: Introductionmentioning

confidence: 99%

Are Free Internet Technologies and Services the Future of Synchronous Distance Learning?

Kotevski¹,

Milenkoski²

2018

Turkish Online Journal of Distance Education

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Distance education is not a new paradigm, but the latest ways it can be delivered certainly are. In the past couple of decades, the distance learning implementations were mostly realized using videoconferencing technologies and/or learning management systems. Recently, various Internet collaboration services have gained enormous popularity in all areas of human living, especially in distance learning, where many of them are offered free of charge. In this paper we elaborate the deployment of a synchronous distance lecturing solution based on free audioconferencing and screen sharing networking technologies, and we discuss the benefits gained in the context of cost, functionalities, effectiveness and users' satisfaction. The experiences after three semesters of use indicate that this alternative approach provides quite valuable means for effective implementation of distance learning, where the students appeared to be highly satisfied by the possibilities and functionalities that the system offers.

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Educational Communication in Virtual Worlds and Videoconference

Cited by 5 publications

References 22 publications

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Educational Teacher-Student Communication During Emergency Remote Education

Are Free Internet Technologies and Services the Future of Synchronous Distance Learning?

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