Social Presence Charlotte (Lani) Gunawardena harlotte N. (Lani) Gunawardena, Ph.D. harlotte N. (Lani) Gunawardena, Ph.D. rofessor rofessor niversity of New Mexico, USA niversity of New Mexico, USA Social Presence and Implications for Designing Online Learning Communities Fourth International Conference on Educational Fourth International Conference on Educational Technology Technology July 31 - August 3, 2005, Nanchang, China July 31 - August 3, 2005, Nanchang, China
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Social PresenceCharlotte (Lani) Gunawardena Charlotte N. (Lani) Gunawardena, Ph.D. Professor University of New Mexico, USA Social Presence and Implications.
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Social PresenceCharlotte (Lani) Gunawardena
Charlotte N. (Lani) Gunawardena, Ph.D. Charlotte N. (Lani) Gunawardena, Ph.D. ProfessorProfessorUniversity of New Mexico, USAUniversity of New Mexico, USA
Social Presence and Implications for Designing Online Learning Communities
Fourth International Conference on Educational Technology Fourth International Conference on Educational Technology July 31 - August 3, 2005, Nanchang, ChinaJuly 31 - August 3, 2005, Nanchang, China
Social PresenceCharlotte (Lani) Gunawardena
Confucius(孔子 )The father of group learning in China
“When three of us are walking together, I am sure to have a teacher. I'd select his merits to follow, and his demerits to correct myself”.
------Tianlatio 1989
Social PresenceCharlotte (Lani) Gunawardena
Define “Social Presence” and review research
Discuss study on social presence and learner satisfactionin online learning (Gunawardena & Zittle, 1997)
Report preliminary results of study in Morocco and Sri Lanka on cultural perspectives on social presence (Gunawardena, Bouachrine, Idrissi, & Jayatileke, 2005)
Draw implications for designing online learning communities
Purpose
Social PresenceCharlotte (Lani) Gunawardena
Social Presence (SP)
Degree to which a person is perceived as a “real person” in mediated communication
Intimacy(SP of Medium, differs
in different media)TV vs. Audio
Non-verbal cues
Immediacy (psychological distance
of communicator,differs in same medium)
Non-verbally: Formality of dressVerbally: Aloofness
Social PresenceCharlotte (Lani) Gunawardena
Social PresenceCharlotte (Lani) Gunawardena
Social presence …
the degree to which a person feels “socially present” in mediated communication
links to the larger social context of an online environment
How can social presence be described from the sociocultural context of Morocco and Sri Lanka?
Study: Cultural Perspectives on Social Presence
What are the dimensions that comprise the construct “socialpresence in these two sociocultural contexts?
Method:
Qualitative study using grounded theory methods (Glaser & Strauss 1967, & Strauss & Corbin 1994)
Individual and focus group interviews
Social PresenceCharlotte (Lani) Gunawardena
Social PresenceCharlotte (Lani) Gunawardena
Cultural Perspectives On SP - Results 2005
Social Presence - emerged as a central phenomenon in communication patterns of Internet chat users - “realness” of the other, and own persona
Social Presence is related to:
a) building trust,
b) process of identity revelation,
c) resolution of conflict,
d) interpretation of silence, and the
e) innovation of language forms to generate immediacy.
Social PresenceCharlotte (Lani) Gunawardena
Presence
C C MMCC
C C MMCC
Oh please, Talk to me!
R
Reinforcement
P
Praising, Personalizing
E
Encouragement
S
Smilies :-)
E
Experiences
N
Names
C
Comfort
E
Evaluative Feedback
Social PresenceCharlotte (Lani) Gunawardena
Virtual Pubs & Cyber Cafes
Introductions (self-disclosure)
Moderators creating a sense of community & being there
Formats for interaction - story telling, experiences
Social Presence & Building Online Community
Virtual costume party
Photo gallery of class members & instructor
Real time interaction – chats, teleconferences
Online social techniques – e.g. emoticons, metalinguistic cues
Social PresenceCharlotte (Lani) Gunawardena
Developing an Online Community
Metaphor for Community Building: In Keresan Pueblo communities of New Mexico giftedness is defined as an individual’s ability to contribute to the good of the community (Romero & Schultz, 1994)
Community, Collaboration, and Interaction must become central in course design
Assessment must reward collaboration, contribution to community, and products developed within the community
FOCAL instructional design model - Gunawardena, et al. 2004