Social Presence in the Web-based Synchronous Secondary Classroom
he 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 classe...
Published in: | Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie |
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The Canadian Network for Innovation in Education (CNIE)
2007
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Online Access: | https://doi.org/10.21432/T27S37 https://doaj.org/article/a6dbf1aab2b04bca8262b424bd1ae0a6 |
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fttriple:oai:gotriple.eu:oai:doaj.org/article:a6dbf1aab2b04bca8262b424bd1ae0a6 2023-05-15T17:22:42+02:00 Social Presence in the Web-based Synchronous Secondary Classroom Eric Nippard Elizabeth Murphy 2007-02-01 https://doi.org/10.21432/T27S37 https://doaj.org/article/a6dbf1aab2b04bca8262b424bd1ae0a6 en fr eng fre The Canadian Network for Innovation in Education (CNIE) 1499-6677 1499-6685 doi:10.21432/T27S37 https://doaj.org/article/a6dbf1aab2b04bca8262b424bd1ae0a6 undefined Canadian Journal of Learning and Technology, Vol 33, Iss 1 (2007) edu lang Journal Article https://vocabularies.coar-repositories.org/resource_types/c_6501/ 2007 fttriple https://doi.org/10.21432/T27S37 2023-01-22T17:32:23Z he 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. Résumé : L’objet de la présente étude consistait à examiner de quelle façon les enseignants et les étudiants font preuve de présence sociale dans les salles de classe synchrones en ligne du secondaire. Des données ont été recueillies au moyen d’observations structurées et non structurées provenant de douze enregistrements en ligne de classes synchrones accessibles par Internet dans la province de Terre-Neuve et Labrador, Canada. Les observations structurées ont été dirigées au moyen d’un instrument développé par Rourke, Anderson, Garrison, et Archer (2001) afin d’identifier et de mesurer la présence sociale en ligne. Les résultats démontrent que les enseignants et les élèves utilisent des outils différents pour offrir des réponses affectives, interactives et homogènes liées à leur présence sociale. Les manifestations de présence sociale par les enseignants se sont ... Article in Journal/Newspaper Newfoundland Terre-Neuve Unknown Archer ENVELOPE(162.867,162.867,-76.850,-76.850) Canada Newfoundland Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie 33 1 |
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edu lang Eric Nippard Elizabeth Murphy Social Presence in the Web-based Synchronous Secondary Classroom |
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description |
he 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. Résumé : L’objet de la présente étude consistait à examiner de quelle façon les enseignants et les étudiants font preuve de présence sociale dans les salles de classe synchrones en ligne du secondaire. Des données ont été recueillies au moyen d’observations structurées et non structurées provenant de douze enregistrements en ligne de classes synchrones accessibles par Internet dans la province de Terre-Neuve et Labrador, Canada. Les observations structurées ont été dirigées au moyen d’un instrument développé par Rourke, Anderson, Garrison, et Archer (2001) afin d’identifier et de mesurer la présence sociale en ligne. Les résultats démontrent que les enseignants et les élèves utilisent des outils différents pour offrir des réponses affectives, interactives et homogènes liées à leur présence sociale. Les manifestations de présence sociale par les enseignants se sont ... |
format |
Article in Journal/Newspaper |
author |
Eric Nippard Elizabeth Murphy |
author_facet |
Eric Nippard Elizabeth Murphy |
author_sort |
Eric Nippard |
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 |
The Canadian Network for Innovation in Education (CNIE) |
publishDate |
2007 |
url |
https://doi.org/10.21432/T27S37 https://doaj.org/article/a6dbf1aab2b04bca8262b424bd1ae0a6 |
long_lat |
ENVELOPE(162.867,162.867,-76.850,-76.850) |
geographic |
Archer Canada Newfoundland |
geographic_facet |
Archer Canada Newfoundland |
genre |
Newfoundland Terre-Neuve |
genre_facet |
Newfoundland Terre-Neuve |
op_source |
Canadian Journal of Learning and Technology, Vol 33, Iss 1 (2007) |
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1499-6677 1499-6685 doi:10.21432/T27S37 https://doaj.org/article/a6dbf1aab2b04bca8262b424bd1ae0a6 |
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https://doi.org/10.21432/T27S37 |
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Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie |
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33 |
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1 |
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