Social Presence in the Web-based Synchronous Secondary Classroom
The purpose of the study reported on in this paper was to explore how teachers and students manifest social presence in the web-based synchronous secondary classroom (WBSSC). Data were collected using structured and unstructured observations of twelve online recordings of web-based synchronous class...
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Athabasca University Press
2007
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ftmemorialuniv:oai:research.library.mun.ca:2457 2023-10-01T03:57:36+02:00 Social Presence in the Web-based Synchronous Secondary Classroom Murphy, Elizabeth Nippard, Eric C. 2007 application/pdf https://research.library.mun.ca/2457/ https://research.library.mun.ca/2457/1/Social_Presence_in_the_Web-based_Synchronous_Secondary_Classroom.pdf https://research.library.mun.ca/2457/3/Social_Presence_in_the_Web-based_Synchronous_Secondary_Classroom.pdf http://www.cjlt.ca/index.php/cjlt/issue/view/4 en eng Athabasca University Press https://research.library.mun.ca/2457/1/Social_Presence_in_the_Web-based_Synchronous_Secondary_Classroom.pdf https://research.library.mun.ca/2457/3/Social_Presence_in_the_Web-based_Synchronous_Secondary_Classroom.pdf Murphy, Elizabeth <https://research.library.mun.ca/view/creator_az/Murphy=3AElizabeth=3A=3A.html> and Nippard, Eric C. <https://research.library.mun.ca/view/creator_az/Nippard=3AEric_C=2E=3A=3A.html> (2007) Social Presence in the Web-based Synchronous Secondary Classroom. Canadian Journal of Learning and Technology , 33 (1). ISSN 1499-6677 cc_by_nc Article PeerReviewed 2007 ftmemorialuniv 2023-09-03T06:44:47Z The purpose of the study reported on in this paper was to explore how teachers and students manifest social presence in the web-based synchronous secondary classroom (WBSSC). Data were collected using structured and unstructured observations of twelve online recordings of web-based synchronous classes in the province of Newfoundland and Labrador, Canada. Structured observations were guided by an instrument developed by Rourke, Anderson, Garrison and Archer (2001) for identifying and measuring social presence in an online context. Findings revealed that teachers and students relied on different tools when providing affective, interactive and cohesive responses related to social presence. Manifestations of social presence by the teachers occurred through use of two-way audio whereas students relied on text-based Direct Messaging. Expressions of social presence by the students and teachers occurred most often in a context of digressions that drew attention away from the delivery of content. In addition, students demonstrated social presence using discourse conventions transferred from informal social contexts of instant messaging such as ICQ and MSN. Article in Journal/Newspaper Newfoundland Memorial University of Newfoundland: Research Repository Newfoundland Canada Archer ENVELOPE(162.867,162.867,-76.850,-76.850) |
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Memorial University of Newfoundland: Research Repository |
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ftmemorialuniv |
language |
English |
description |
The purpose of the study reported on in this paper was to explore how teachers and students manifest social presence in the web-based synchronous secondary classroom (WBSSC). Data were collected using structured and unstructured observations of twelve online recordings of web-based synchronous classes in the province of Newfoundland and Labrador, Canada. Structured observations were guided by an instrument developed by Rourke, Anderson, Garrison and Archer (2001) for identifying and measuring social presence in an online context. Findings revealed that teachers and students relied on different tools when providing affective, interactive and cohesive responses related to social presence. Manifestations of social presence by the teachers occurred through use of two-way audio whereas students relied on text-based Direct Messaging. Expressions of social presence by the students and teachers occurred most often in a context of digressions that drew attention away from the delivery of content. In addition, students demonstrated social presence using discourse conventions transferred from informal social contexts of instant messaging such as ICQ and MSN. |
format |
Article in Journal/Newspaper |
author |
Murphy, Elizabeth Nippard, Eric C. |
spellingShingle |
Murphy, Elizabeth Nippard, Eric C. Social Presence in the Web-based Synchronous Secondary Classroom |
author_facet |
Murphy, Elizabeth Nippard, Eric C. |
author_sort |
Murphy, Elizabeth |
title |
Social Presence in the Web-based Synchronous Secondary Classroom |
title_short |
Social Presence in the Web-based Synchronous Secondary Classroom |
title_full |
Social Presence in the Web-based Synchronous Secondary Classroom |
title_fullStr |
Social Presence in the Web-based Synchronous Secondary Classroom |
title_full_unstemmed |
Social Presence in the Web-based Synchronous Secondary Classroom |
title_sort |
social presence in the web-based synchronous secondary classroom |
publisher |
Athabasca University Press |
publishDate |
2007 |
url |
https://research.library.mun.ca/2457/ https://research.library.mun.ca/2457/1/Social_Presence_in_the_Web-based_Synchronous_Secondary_Classroom.pdf https://research.library.mun.ca/2457/3/Social_Presence_in_the_Web-based_Synchronous_Secondary_Classroom.pdf http://www.cjlt.ca/index.php/cjlt/issue/view/4 |
long_lat |
ENVELOPE(162.867,162.867,-76.850,-76.850) |
geographic |
Newfoundland Canada Archer |
geographic_facet |
Newfoundland Canada Archer |
genre |
Newfoundland |
genre_facet |
Newfoundland |
op_relation |
https://research.library.mun.ca/2457/1/Social_Presence_in_the_Web-based_Synchronous_Secondary_Classroom.pdf https://research.library.mun.ca/2457/3/Social_Presence_in_the_Web-based_Synchronous_Secondary_Classroom.pdf Murphy, Elizabeth <https://research.library.mun.ca/view/creator_az/Murphy=3AElizabeth=3A=3A.html> and Nippard, Eric C. <https://research.library.mun.ca/view/creator_az/Nippard=3AEric_C=2E=3A=3A.html> (2007) Social Presence in the Web-based Synchronous Secondary Classroom. Canadian Journal of Learning and Technology , 33 (1). ISSN 1499-6677 |
op_rights |
cc_by_nc |
_version_ |
1778529361087954944 |