Date post: | 25-Jan-2017 |
Category: |
Education |
Upload: | patrick-lowenthal |
View: | 625 times |
Download: | 0 times |
Revisiting Presence & Community in the Online Classroom
Patrick R. Lowenthal @plowenthal
slides @ patricklowenthal.com
slides @ patricklowenthal.com
A Bit about MeAssociate Professor @ Boise State
educatorresearcher designer developer
slides @ patricklowenthal.com
slides @ patricklowenthal.com
{ what are you working on these days? }
{ what are you most excited about? }
slides @ patricklowenthal.com
HISTORY OF SOCIAL PRESENCE
Social Presence Theory
• Communications Studies Group at the University College in London in the 1970s
• Short, J.A., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. New York: John Wiley & Sons.
6
Social Presence TheorySocial presence is the degree of salience (i.e., quality or state of being there) between two communicators using a communication medium.
slides @ patricklowenthal.com
Less Social Presence More Social Presence
slides @ patricklowenthal.com
Focused on 1-on-1
slides @ patricklowenthal.com
1980’s & CMCCuelessness Theory developed by Rutter (1984, 1987)
Media Richness Theory developed by Daft & Lengel (1984, 1986; Daft, Lengel, & Trevino, 1987)
slides @ patricklowenthal.com
EVOLUTION OF SOCIAL PRESENCE
slides @ patricklowenthal.com
Timeline
1970 1976 1979 1984 1992 1995 1999
Social P
resen
ce
Short e
t al.
Cueless
ness
Rutter Med
ia Rich
ness
Daft &
Lenge
l
Social In
formati
on Process
ing
Walthe
rSocia
l Pres
ence
Gunaw
arden
a
Community of In
quiry
Garriso
n et a
l.
slides @ patricklowenthal.com
Phase Period Key Figures Focus of Research1. 1970s Short et al. Focused on
Telecommunications2. 1980s to early
1990sRutterDaft & LengelKieslerWalther
Focused on CMC
3. Early 1990s to early 2000s
GunarwardenaGarrison et al.TuSwanRichardson
Focused on Online Learning
4. Mid 2000s to present
GarrisonSheaCleveland-InnesAkyolSwan Richardson
Focused on Online Learning & the CoI
slides @ patricklowenthal.com
slides @ patricklowenthal.com
Affective Communication• Expression of emotions• Use of humor• Self-disclosure
Cohesive Communication• Continuing a thread• Quoting from others’ messages• Referring explicitly to other’s messages• Asking questions• Complimenting, expressing
appreciation• Expressing agreement
Interactive Communication• Vocatives• Refers to group using inclusive
pronouns• Phatics, salutations
+
slides @ patricklowenthal.com
Focused on Many-to-Many
slides @ patricklowenthal.com
Problem“Researchers of social presence cannot agree upon a single definition of social presence (Biocca & Harms, 7 2002; Biocca, Harms, & Burgoon, 2003; Rettie, 2003; Lane, 2011; Tu, 2002)
Instead, researchers continue to redefine social presence (Lowenthal, 2010; Picciano, 2002)”
slides @ patricklowenthal.com
Examples• “the ability of learners to project
themselves socially and emotionally as well as their ability to perceive other learners as “real people””(Boston et al.)
• “the degree to which participants in computer-mediated communication feel affectively connected one to another… (Swan, Garrison, & Richardson, 2009).”
Definitions…1. “the degree to which a person is perceived as a
‘real person’ in mediated communication” (Gunawardena, 1995, p. 151)
2. the ability of learners to project themselves socially and affectively into a community of inquiry (Rourke et al., 1999)
3. “…the degree of feeling, perception, and reaction of being connected by CMC” (Tu & McIsaac, 2002)
4. “…a student’s sense of being in and belonging in a course and the ability to interact with other students and an instructor” (Picciano, 2002, p. 22)
slides @ patricklowenthal.com
Garrison“the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities” (Garrison, 2009, p. 352).
“the ability of participants in the Community of Inquiry to project their personal characteristics into the community, thereby presenting themselves to the other participants as ``real people.'’ (Garrison et al., 1999)
slides @ patricklowenthal.com
Emotional Nonemotional
Connection Nonconnection
Community Noncommunity
An Individual Real Person
slides @ patricklowenthal.com
Common Elements
BelongingReal There Connection
slides @ patricklowenthal.com
Social Presence
LearningCommunity=
slides @ patricklowenthal.com
Social Presence
LearningCommunity=
Building Community
Interaction Social Presence
Collaboration Community
slides @ patricklowenthal.com
IMPORTANCE OF COMMUNITY
slides @ patricklowenthal.com
Birth of an Idea?1991
slides @ patricklowenthal.com
1998
Birth of an Idea?1991
slides @ patricklowenthal.com
“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly”
Etienne Wenger
slides @ patricklowenthal.comEtienne Wenger
“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly”
slides @ patricklowenthal.com
Obsessed with an Idea
slides @ patricklowenthal.com
Theoretical Support
Increased focus on importance of community in learning environments (Bransford, Brown, & Cocking, 1999; Brown & Campione, 1994; Hill, 1985)
slides @ patricklowenthal.com
ONLINE LEARNING COMMUNITIES
slides @ patricklowenthal.com
What does a learning community
look like?
slides @ patricklowenthal.com
What does a learning community look like?
This?
slides @ patricklowenthal.com
What does a learning community look like?
Or this?
slides @ patricklowenthal.com
What does an online learning community
look like?
slides @ patricklowenthal.com
What does an online learning community
look like? This?
slides @ patricklowenthal.com
CoI’s Perspective
slides @ patricklowenthal.com
Bounded Communities
Participation is required
Don’t choose classmates or instructor
Fixed length of time
Explicit effort to connect with others(Wilson et al., 2004)
slides @ patricklowenthal.com
Bounded Communities
Participation is required
Don’t choose classmates or instructor
Fixed length of time
Explicit effort to connect with others(Wilson et al., 2004)
slides @ patricklowenthal.com
Bounded Communities
Participation is required
Don’t choose classmates or instructor
Fixed length of time
Explicit effort to connect with others(Wilson et al., 2004)
slides @ patricklowenthal.com
Bounded Communities
Participation is required
Don’t choose classmates or instructor
Fixed length of time
Explicit effort to connect with others(Wilson et al., 2004)
slides @ patricklowenthal.com
BENEFITS OF ONLINE COMMUNITY
slides @ patricklowenthal.com
Popular Books
slides @ patricklowenthal.com
Benefits of Community
Provide a social context for the material
Bridge between school & work environments
Students feel more connected within a community
(Wilson et al., 2004)
slides @ patricklowenthal.com
Benefits of Community
Provide a social context for the material
Bridge between school & work environments
Students feel more connected within a community
(Wilson et al., 2004)
slides @ patricklowenthal.com
Benefits of Community
Provide a social context for the material
Bridge between school & work environments
Students feel more connected within a community
(Wilson et al., 2004)
slides @ patricklowenthal.com
Where to Begin???
Student-to-student Interaction & presence
Student-to-teacher Interaction & presence
Collaboration
slides @ patricklowenthal.com
Learners Are Diverse
slides @ patricklowenthal.com
Privilege Certain Types
slides @ patricklowenthal.com
{ When is there too much? }
Building Community
Interaction Social Presence
Collaboration Community
slides @ patricklowenthal.com
Quality Matters
slides @ patricklowenthal.com
{ When is there not enough? }
slides @ patricklowenthal.com
Good InstructionEffective instruction meets established learning goals and objectives;
Efficient instruction does so with minimal expenditure of resources, particularly time;
Appealing instruction draws the sustained attention and positive response of learners (Wilson, Parrish, & Veletsianos, 2008)
slides @ patricklowenthal.com
EngagementWhile appeal suggests merely the ability to draw learners to the experience (a unidirectional force), engagement suggests a reciprocating relationship that changes the nature of the experience. Rather than just being sufficiently attracted to pay attention, learners invest creative effort and emotional commitment—and a willingness to risk in anticipation of valued outcomes.
slides @ patricklowenthal.com
Good Instruction• Effective
• Efficient
• Engaging
(Wilson, Parrish, & Veletsianos, 2008)
slides @ patricklowenthal.com
Quality Matters
slides @ patricklowenthal.com
{ Obsession w/ Outcomes }
slides @ patricklowenthal.com
{ Not enough focus on engagement }
slides @ patricklowenthal.com
{ Be Better than QM }