Examining the impact of video feedback on instructor social presence in blended courses

Borup, Jered; West, Richard E.; Thomas, Rebecca; Graham, Charles R.

doi:10.19173/irrodl.v15i3.1821

Cited by 86 publications

(141 citation statements)

References 34 publications

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“…This definition emphasized the actual communication behaviors over the quantity of interactions. While Garrison and his colleagues would show that social presence could be established using only asynchronous text , researchers have more recently found that social presence can be established more efficiently when students and instructors communicate using asynchronous audio and video (Borup, West, Thomas, & Graham, 2014;Thomas, West, & Borup, 2017). Garrison et al (2000) also explained that social presence impacts students' cognitive presence because it allows for the meaningful and sustained communication that is required to co-construct knowledge of the course material.…”

Section: Online Learning Interaction and Support Frameworkmentioning

confidence: 99%

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Borup

Chambers

Stimson³

2019

OLJ

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In an attempt to better support their students and reduce online course attrition rates, some brickand-mortar K-12 schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this report, 70 students completed a survey and 51 students participated in one of eight focus groups to share their perceptions and experiences regarding online teacher and on-site facilitator support. Findings focused on the following support indicators: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, (3) facilitating interactions, (4) developing caring relationships, (5) motivating students to more fully engage in learning activities, (6) organizing and managing student learning, and (7) instructing students regarding the course content. The majority of support appeared to come from students' on-site facilitators. An important exception was that the large majority of the content-related support came from the online teacher. While students were largely positive when describing the support from their on-site facilitators, students were split and more critical of the support (or the lack of support) from their online teacher.

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Section: Online Learning Interaction and Support Frameworkmentioning

confidence: 99%

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Borup

Chambers

Stimson³

2019

OLJ

Self Cite

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“…Because virtual communities do not have face-to-face interaction, the emotional bond that members feel with the persons beyond the computer screen may be even more important, and the emergence of video technologies is one method for increasing these bonds (Borup et al 2014). As Booth (2012) surmised from her review of the literature, ''Without the facial expressions, verbal cues, and nonverbal cues afforded in face-to-face communities, online communities meet unique challenges in cultivating trust'' (p. 5).…”

Section: Shared Faithmentioning

confidence: 99%

“I don’t think that word means what you think it means”: A proposed framework for defining learning communities

West

Williams

2017

Education Tech Research Dev

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In this paper we address the obfuscation surrounding the concept of learning communities by operationalizing community according to four characteristics that serve as boundaries for defining a community: access, relationships, vision, and function. Although these community boundaries sometimes overlap, they represent distinctive features of possible community structures. In addition to defining and discussing learning community boundaries, we share insights for researching learning communities. We believe a clearer understanding of how to define learning communities can assist scholars and practitioners in cultivating and studying these communities.

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“…The emotion expressed by instructor's facial expressions in video lectures are critical to shortening this distance. Namely, it could overcome students' feeling of isolation and improve their arousal level (Borup, West, Thomas, & Graham, ). During learning with video lectures, the instructor's facial expressions are critical to students' perceived social presence which could affect students' engagement.…”

Section: Introductionmentioning

confidence: 99%

Effects of instructor's facial expressions on students' learning with video lectures

Yang¹,

Liu²,

Chen³

et al. 2018

Brit J Educational Tech

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This study investigated whether video lectures instructed by a heightened level of expressiveness instructor were better than those instructed by a conventional level of expressiveness instructor or audio-only in promoting students' online learning, and what kind of effects do instructor's facial expressions have on students' learning. Three different types of video lectures (one with a heightened level of expressiveness instructor, one with a conventional level of expressiveness instructor and one with the instructor' audio only) were used to study the effects of instructor's facial expressions. Sixty-nine participants from Chinese Normal University were selected to learn with these video lectures. Results of this study indicated that video lectures with a heightened level of expressiveness instructor were better than those with a conventional level of expressiveness instructor and audio-only ones with regard to improving students' arousal level and learning satisfaction. Instructor's facial expressions had no significant influence on participants' short-term recall (p 5 .90), while instructor's facial expressions did influence students' medium-term recall (p 5 .03). Instructor's facial expressions played a key role in students' online learning.

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Examining the impact of video feedback on instructor social presence in blended courses

Cited by 86 publications

References 34 publications

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

“I don’t think that word means what you think it means”: A proposed framework for defining learning communities

Effects of instructor's facial expressions on students' learning with video lectures

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