Mapping connections among activism interactional practices and presence in videoconferencing language learning

Carbajal-Carrera, Beatriz

doi:10.1016/j.system.2021.102527

Cited by 9 publications

(2 citation statements)

References 37 publications

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“…The other two articles draw on the community of inquiry framework to understand student interaction through the concept of social presence. Carbajal-Carrera (2021) analyses five episodes of activism interactional practices to illustrate the application of hand signals, emotional attunement check-ins, pass-the-ball, digital collages, and spectrum lines in video-conferencing-based L2 learning. They found that these practices facilitate the teaching, social, and cognitive dimensions of presence.…”

Section: The Special Collectionmentioning

confidence: 99%

Teaching and learning languages online: Challenges and responses

Tao

Gao

2022

System

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Section: The Special Collectionmentioning

confidence: 99%

Teaching and learning languages online: Challenges and responses

Tao

Gao

2022

System

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“…Technological affordance refers to the features of synchronous online learning environments that can facilitate students in completing their tasks (Kirschner et al, 2004). However synchronous online learning tools can assist in removing physical distance barriers, they cannot replace in-class face-to-face interactions (Carbajal-Carrera, 2021;Andel et al, 2020). This can be presumably explained that being present in classes, even in brick-and-mortar classes or virtual classes, does not ensure students' learning occurrence.…”

Section: Synchronous Online Learning Environments (Sole) and Cognitiv...mentioning

confidence: 99%

Impact of Synchronous Online Learning Environment on Students’ Cognitive Engagement and Learning Outcomes

DINH

2023

TOJDE

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Although roles of teaching presence have often been neglected in online learning environments, recent research has acknowledged its burgeoning importance. Synchronous online learning mode in which the teaching and learning process occurs in concurrent real-time helps blur the physical boundary hindrance of online learning for students. However, being present in classes, even in brick-and-mortar classes or virtual classes, does not ensure students’ learning occurrence. The purpose of this study was to investigate the effects of synchronous online learning environments (SOLE) on students’ cognitive engagement, satisfaction, and academic achievement as well. Partial Least Square Structural Equation Modeling (PLSSEM) was utilized to examine the issue under investigation. The results from a questionnaire survey from 186 participants indicated that pedagogical instructions had direct positive medium effects on both deep and shallow cognitive engagements; deep cognitive engagement had a direct positive impact on academic achievement while shallow cognitive engagement did not have any impact on academic achievement and satisfaction. Interestingly, technical support had a direct positive impact on both direct impacts on academic achievements and satisfaction. Implications for the teaching and learning in a synchronous online modality and limitations of the study were also discussed.

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Game-based collaborative decision-making training: a framework and behavior analysis for a remote collaborative decision-making skill training game using multidimensional scaffolding

Kuo,

Hou

2024

Univ Access Inf Soc

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Mapping connections among activism interactional practices and presence in videoconferencing language learning

Cited by 9 publications

References 37 publications

Teaching and learning languages online: Challenges and responses

Teaching and learning languages online: Challenges and responses

Impact of Synchronous Online Learning Environment on Students’ Cognitive Engagement and Learning Outcomes

Game-based collaborative decision-making training: a framework and behavior analysis for a remote collaborative decision-making skill training game using multidimensional scaffolding

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