The Interplay of Content and Community in Synchronous and Asynchronous Communication: Virtual Communication in a Graduate Seminar

Schwier, Richard A.; Balbar, Shelly

doi:10.21432/t20k64

Cited by 55 publications

(30 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…He noted that DM provides an additional channel of communicating about course related as well as technical issues. In their study of synchronous chats in a university setting, Schwier and Balbar (2002) found that students were "passing notes" during the public discussion (p.31). The authors report that the majority of these side conversations were purely social.…”

Section: Discussionmentioning

confidence: 99%

“…Since, in any classroom situation, some students will be more active than others, Schwier and Balbar (2002) suggest that instructors may want to "nudge some people to join the conversation or offer their thoughts" (p.30). De Schutter et al (2004), however, assert that inviting individual students to speak should be done in a sensitive manner since students' comfort levels with regards to public speaking might vary.…”

Section: Discussionmentioning

confidence: 99%

“…Dykes & Schwier, 2003;Lobel, Neubauer & Swedburg, 2005;Murphy & Collins, 1997;Slack et al, 2003;Schwier & Balbar, 2002). Some studies have explored audio conferencing (e.g.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Instructors' experiences of web based synchronous communication using two way audio and direct messaging

Murphy

Ciszewska-Carr

2007

AJET

View full text Add to dashboard Cite

This paper reports on an exploratory case study designed to gain insight into instructors' experiences with web based synchronous communication using two way audio and direct messaging. We conducted semi-structured interviews with eight instructors who used Elluminate Live in their web based, asynchronous courses in Education, Nursing, and Social Work at a Canadian university during the Winter 2004-05. We grouped the findings into two categories. The first category relates to use of text based communication or direct messaging (DM). We subdivided this category as follows: trouble shooting versus teaching; and public versus private conversations. The second category relates to use of voice based communication or audio conferencing (two way audio) subdivided into four sub-categories as follows: talkers versus listeners; patience versus prompting; whole group versus breakout groups; and two way versus one way communication. Use of text based messaging and two way audio raised issues of the need to divide one's attention and to promote student-student interaction. Implications for research and practice are presented.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Instructors' experiences of web based synchronous communication using two way audio and direct messaging

Murphy

Ciszewska-Carr

2007

AJET

View full text Add to dashboard Cite

show abstract

“…Several studies suggest that social presence is higher in synchronous chat than in asynchronous discussion. For example, Schwier and Balbar (2002) discuss and compare asynchronous discussion to synchronous chat in a graduate education course. The enrolled students were professionals with families, living quite far from campus.…”

Section: Synchronous Communicationmentioning

confidence: 99%

Exploring asynchronous and synchronous tool use in online courses

Öztok

Zingaro

Brett

et al. 2013

Computers & Education

176

100

View full text Add to dashboard Cite

While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages (PM). We find that asynchronous notes contain more academic language and less social language, are more difficult to read, and are longer compared to PM. In addition, we find that the most active forum-posters are also the most active PM users, suggesting that PMing is not reducing their contribution to public discourse. Finally, we find that those who frequently PM are less likely to rapidly scan forum notes, and that they spend more time online than those who make less use of PM. We suggest that PM supports asynchronous discussions in the formation of a community of inquiry.

show abstract

“…Research indicates that teacher immediacy is more easily afforded through synchronous online interactions (Pelowski, Frissell, Cabral, & Yu, 2005;Schwier & Balbar, 2002) and that increased teacher immediacy is related to increased student outcomes and affect (Arbaugh, 2001;Baker, 2004;McAlister, 2001).…”

Section: Immediacymentioning

confidence: 99%

IRRODL Volume 14, Number 5

Authors

2013

IRRODL

View full text Add to dashboard Cite

This is my first editorial of IRRODL as one of the two co-editors with Dianne Conrad.As she did previously, I would like to take this opportunity to thank Terry Anderson for all the work he has done in building IRRODL into a world class scholarly journal, a leader in our field. And neither of us could manage this feat without the professional assistance of Brigette McConkey, IRRODL's managing editor.The articles in this issue of IRRODL have been grouped into two sections. The first provides us with research findings of interest to educational administrators and consists of articles on capacity building and leadership as well as more technical research on computer security and modeling. The second section is concerned with teaching and learning and consists of articles on training and teaching methods followed by research studies related to interactivity and social media. lectures, service quality, and innovativeness were all significant factors affecting behavioural intention to use mobile learning. Capacity building/leadership Administration Computer security and modelingOnline learning administrators need to be more aware of issues surrounding computer security and computer modeling. In their paper, Chen and He use blog mining as well as a traditional literature search to determine the awareness of security risks in online environments, noting that security is not considered to be a top priority. On the other hand, Amigud conducted a survey of five distance education programs on their learner authentication strategies, confirming that at least in this one problem area, secure identification is possible at a distance. The Yildiz et al. paper describes a fuzzy model program designed to accurately predict students' performance, concluding that the most accurate results came from the model that was based on experts' opinions. Teaching and Interactivity TeachingUsing a qualitative meta-ethnographic approach, Mbati explored student experiences using social media, finding that online discussion forums are ideal for the stimulation of learning in elearning programs. Shattuck and Anderson explored whether a training course had any impact on teaching practice. They recommend design principles for instructor training. Mavroudi and Hadzilacos adopted a learning needs approach to study the design of courses for elearning. They combined learner, context, and needs analyses into a coherent framework for replication. InteractivityInter-personal interaction has been identified by many researchers as an important learning variable that can be supported online using social media. Castaño-Muñoz et al. The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

show abstract

The Interplay of Content and Community in Synchronous and Asynchronous Communication: Virtual Communication in a Graduate Seminar

Cited by 55 publications

References 5 publications

Instructors' experiences of web based synchronous communication using two way audio and direct messaging

Instructors' experiences of web based synchronous communication using two way audio and direct messaging

Exploring asynchronous and synchronous tool use in online courses

IRRODL Volume 14, Number 5

Contact Info

Product

Resources

About