From Video-Conferencing to Holoportation and Haptics: How Emerging Technologies Can Enhance Presence in Online Education?

Themelis, Chryssa; Sime, Julie-Ann

doi:10.1007/978-981-15-0618-5_16

Cited by 36 publications

(25 citation statements)

References 22 publications

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“…This result confirms the cohesive effect of social presence in the process of VC being used as a tool for human interaction. When examining the implications of the results from an educational point of view, VC has a number of strengths [75,76]: VC tends to be a nonthreatening non-face-to-face environment, yet it has the capacity to allow users to converse face-to-face through the screen. These characteristics result in users perceiving nonverbal communication cues and increase their focus of other group members.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Social Presence in Online Classes Using Virtual Conferencing: Relationships between Group Cohesion, Group Efficacy, and Academic Performance

Yoon

Leem

2021

Sustainability

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One of the important issues that computer-supported cooperative work (CSCW) and human-computer interaction (HCI) researchers want to solve through cooperative system design is the improvement of performance. The same is true for virtual learning environments. The role and importance of technology in education have increased due to the COVID-19 pandemic, while the need to explore factors that influence social and academic efficacy in virtual environments has increased based on the explosion in online virtual teaching environments and virtual conference apps. Based on the theoretical description of group cohesion for the purpose of enhancing further collaboration, this paper asks what role group cohesion plays and how significant it is to group efficacy and performance in virtual learning environments, and also whether a sense of social presence in a virtual learning environment plays a significant role in optimizing group cohesion and, thus, group performance. Experimental studies were conducted on a total of 121 people consisting of 35 virtual learning groups. Results show that a sense of social presence has a positive effect on group efficacy, and that the adjustment effect of social presence has significant positive effects on group cohesion and group efficacy. This study provides a theoretical and empirical basis for the design of methods that can maximize positive effects in support of group learning and collaboration in virtual learning environments.

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Section: Discussionmentioning

confidence: 99%

The Influence of Social Presence in Online Classes Using Virtual Conferencing: Relationships between Group Cohesion, Group Efficacy, and Academic Performance

Yoon

Leem

2021

Sustainability

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“…While videoconferencing technology had played a role in educational settings for years, college faculty turned to the technology in record numbers to teach because they sought to closely simulate the in-person classroom environment. Furthermore, existing research demonstrated that synchronous communication in online college courses led to increased student engagement and improved student outcomes [25,26]. However, the technology, selected for its inherent media richness [13], came with disadvantages as well.…”

Section: Videoconferencing and Higher Educationmentioning

confidence: 99%

“…Adding synchronous interactions to online education is a method for instructors to closely proximate face-to-face courses by including a real-time, verbal and non-verbal communication component with students in geographically dispersed locations [25,28,32,39]. While outcomes are similar in online courses delivered through videoconferencing and face-to-face courses, students rate videoconferencing courses lower than in-person courses in presence, interaction, and communication [28,33,34,36].…”

Section: Synchronous Online Learningmentioning

confidence: 99%

“…While outcomes are similar in online courses delivered through videoconferencing and face-to-face courses, students rate videoconferencing courses lower than in-person courses in presence, interaction, and communication [28,33,34,36]. In comparing synchronous to asynchronous online courses, videoconferencing has been demonstrated to improve immediacy and social presence in some studies [25,34,40]. Other studies identified student motivation, interaction, and collaboration are encouraged by the implementation of videoconferences in online courses [34,41,42].…”

Section: Synchronous Online Learningmentioning

confidence: 99%

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The Use of Videoconferencing in Higher Education

Massner¹

2022

Communication Management

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This chapter will explore the impact of the COVID-19 pandemic on the higher education industry. Specifically, there will be a discussion of the exponential growth of videoconferencing tools for higher education purposes. The effects of the communication technology tool on the college classroom will be explored, including how faculty and students experience the synchronous, virtual classroom. Parts of the communication process and how they differ in face-to-face and videoconference class will be outlined. The concept of Zoom fatigue will be defined and examined, in relation to the communication process. Recommendations for effective use of videoconferencing in the college classroom will be provided.

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“…As a response to the global education crisis, online emergency remote teaching has been put into practice. It is a complex process that requires careful planning, designing, and determination of aims in order to create an effective learning ecology (Themelis & Sime, 2020). The temptation to compare online learning to face-to-face instruction in these circumstances will be great.…”

Section: Introductionmentioning

confidence: 99%

Perceived Satisfaction of Emergency Remote Teaching: More Evidence from Thailand

Fuchs

2021

IJLTER

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The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses based on empirical data (n=450) as well as secondary data (n=219) were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.

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From Video-Conferencing to Holoportation and Haptics: How Emerging Technologies Can Enhance Presence in Online Education?

Cited by 36 publications

References 22 publications

The Influence of Social Presence in Online Classes Using Virtual Conferencing: Relationships between Group Cohesion, Group Efficacy, and Academic Performance

The Influence of Social Presence in Online Classes Using Virtual Conferencing: Relationships between Group Cohesion, Group Efficacy, and Academic Performance

The Use of Videoconferencing in Higher Education

Perceived Satisfaction of Emergency Remote Teaching: More Evidence from Thailand

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