The Experts below are selected from a list of 318552 Experts worldwide ranked by ideXlab platform
Marina Stock Mcisaac - One of the best experts on this subject based on the ideXlab platform.
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Is there a mobile Social Presence
Educational Media International, 2012Co-Authors: Marina Stock Mcisaac, Laura Sujo-montes, Shadow ArmfieldAbstract:Mobile learning environments are human networks that afford the opportunity to participate in creative endeavors, Social networking, organize/reorganize Social contents, and manage Social acts at anytime, anywhere through mobile technologies. Social acts that elicit identities, develop awareness, cement relationships, ensure connections, and promote interactions are necessary for interactive learning. This study was to understand mobile Social Presence and how it influences Social interaction and relates to online and network Social Presences. It concluded that mobile Social Presence is similar to virtual Social Presence in a way; however, it is different from online and network Social Presences in the aspects of personalized control, and location-free digital interaction. Mobile Social Presence is defined as the degree of enriching Social context-awareness, managing location-based communication, personalized multi-layered interactivity, and optimized digital and Social identities to other intellectuals t...
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the relationship of Social Presence and interaction in online classes
American Journal of Distance Education, 2002Co-Authors: Marina Stock McisaacAbstract:The purpose of this research was to study Social Presence in the online learning environment. Dimensions of Social Presence were examined using quantitative and qualitative methods. Three dimension...
Pauli Alin - One of the best experts on this subject based on the ideXlab platform.
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HICSS - A Processual View on Social Presence Emergence in Virtual Worlds
2016 49th Hawaii International Conference on System Sciences (HICSS), 2016Co-Authors: Laura Kohonen-aho, Pauli AlinAbstract:Distributed collaboration is increasingly conducted in virtual worlds. Successful distributed collaboration is can benefit from Social Presence, the feeling of being there with others in a virtual environment. Social Presence includes the dimensions of coPresence, psychological involvement and behavioral engagement. Despite the importance of Social Presence, we currently lack empirically grounded understanding of how Social Presence emerges through these dimensions. To begin remedying this shortcoming, we analyzed how the Social Presence dimensions were organized in Social interaction. We found that the order of the dimensions depends on verbal and nonverbal communication. These findings clarify extant theory of Social Presence emergence in 3D virtual worlds.
Kinshuk - One of the best experts on this subject based on the ideXlab platform.
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A model for Social Presence in online classrooms
Educational Technology Research and Development, 2012Co-Authors: Chun-wang Wei, Nian-shing Chen, KinshukAbstract:It is now possible to create flexible learning environments without time and distance barriers on the internet. However, research has shown that learners typically experience isolation and alienation in online learning environments. These negative experiences can be reduced by enhancing Social Presence. In order to better facilitate the perceived Social Presence in online classrooms, this study presents a framework developed from the Social cognitive theory for investigating Social Presence and its relationships with relevant factors. An instrument with sufficient reliability and validity was developed to measure these factors. A formal questionnaire-based survey was carried out among learners with previous learning experiences in online learning environments. A total of 522 valid samples were collected from three schools and analyzed using structural equation modeling to examine the proposed framework and hypotheses. The results show that user interface and Social cues have significant effects on Social Presence. User interface also has significant effects on Social cues. Moreover, this study evidenced that Social Presence has significant effects on learning interaction which in turn has significant effects on learning performance. Finally, implications of the findings were discussed for further research directions and practical applications.
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ICALT - A Framework for Social Presence in Synchronous Cyber Classrooms
2009 Ninth IEEE International Conference on Advanced Learning Technologies, 2009Co-Authors: Nian-shing Chen, Chun-wang Wei, Kinshuk, Mao-jui WangAbstract:Social Presence is considered as an essential element to promote Social interaction. With the development of online synchronous learning, learners can conduct cyber face-to-face communication with other participants. When Social cues are delivered by computer devices in real-time, it becomes a real possibility for students to experience actual learning atmosphere while still retaining the flexibility and convenience of online learning. However, the perceived Social Presence among learners is not the same for everyone. In order to better facilitate Social interaction in a synchronous cyber classroom, this study explored what factors would affect Social Presence and verified if Social Presence has positive effects on learner participation and interactivity satisfaction. The results revealed that the major factors affecting Social Presence are intimacy, user friendliness, responsiveness, extroversion, and cue richness in a synchronous cyber classroom. Moreover, Social Presence was found to have positive effects on both learner participation and interactivity satisfaction.
Shyam S Sundar - One of the best experts on this subject based on the ideXlab platform.
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can synchronicity and visual modality enhance Social Presence in mobile messaging
Computers in Human Behavior, 2015Co-Authors: Eun Kyung Park, Shyam S SundarAbstract:High synchronicity increases sense of co-Presence in mobile messaging.Emoticon usage conveys affective Social Presence in text messages.Co-Presence due to synchronous messaging creates positive impressions.Empathy conveyed by emoticons lead to favorable evaluation of customer service. As companies move increasingly toward text-based computer-mediated communications (CMC) for providing customer service, they tend to lose out on the Social Presence of a live agent interacting in person or via the telephone. Given the importance of Social Presence for maintaining healthy customer relations, how can companies counter the relative lack of Social Presence in CMC? Increasing the synchronicity of communications is one solution, but it is not always possible to provide instant responses to customers. In such cases, can a richer modality (e.g., picture of the customer-service agent) make up for diminished synchronicity and thereby enhance Social Presence? We addressed these questions with a 3 synchronicity: high (no delay in response time) vs. medium (1-h delay) vs. low (6-h delay)×3 modality: text-only vs. text+picture vs. text+emoticon ful factorial, between-subjects experiment in which participants (N=108) interacted with a customer service agent in a mobile e-commerce context. Data reveal that participants in high synchronicity and text+emoticon conditions felt higher Social Presence and perceived the customer service agent more positively than those in other conditions. Social Presence and task impression mediated the relationship between each independent variable and their evaluations of the customer service agent.
Chun-wang Wei - One of the best experts on this subject based on the ideXlab platform.
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A model for Social Presence in online classrooms
Educational Technology Research and Development, 2012Co-Authors: Chun-wang Wei, Nian-shing Chen, KinshukAbstract:It is now possible to create flexible learning environments without time and distance barriers on the internet. However, research has shown that learners typically experience isolation and alienation in online learning environments. These negative experiences can be reduced by enhancing Social Presence. In order to better facilitate the perceived Social Presence in online classrooms, this study presents a framework developed from the Social cognitive theory for investigating Social Presence and its relationships with relevant factors. An instrument with sufficient reliability and validity was developed to measure these factors. A formal questionnaire-based survey was carried out among learners with previous learning experiences in online learning environments. A total of 522 valid samples were collected from three schools and analyzed using structural equation modeling to examine the proposed framework and hypotheses. The results show that user interface and Social cues have significant effects on Social Presence. User interface also has significant effects on Social cues. Moreover, this study evidenced that Social Presence has significant effects on learning interaction which in turn has significant effects on learning performance. Finally, implications of the findings were discussed for further research directions and practical applications.
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ICALT - A Framework for Social Presence in Synchronous Cyber Classrooms
2009 Ninth IEEE International Conference on Advanced Learning Technologies, 2009Co-Authors: Nian-shing Chen, Chun-wang Wei, Kinshuk, Mao-jui WangAbstract:Social Presence is considered as an essential element to promote Social interaction. With the development of online synchronous learning, learners can conduct cyber face-to-face communication with other participants. When Social cues are delivered by computer devices in real-time, it becomes a real possibility for students to experience actual learning atmosphere while still retaining the flexibility and convenience of online learning. However, the perceived Social Presence among learners is not the same for everyone. In order to better facilitate Social interaction in a synchronous cyber classroom, this study explored what factors would affect Social Presence and verified if Social Presence has positive effects on learner participation and interactivity satisfaction. The results revealed that the major factors affecting Social Presence are intimacy, user friendliness, responsiveness, extroversion, and cue richness in a synchronous cyber classroom. Moreover, Social Presence was found to have positive effects on both learner participation and interactivity satisfaction.
