The document reports on a study that examined students' perceptions of different uses of online video and its impact on social presence. The study found that students generally perceive video as the most effective medium for establishing social presence compared to audio and text. Specifically, students rated one-on-one synchronous video the highest while group asynchronous text-based discussions the lowest. Additionally, students agreed that video announcements, instructional videos, and video feedback helped establish instructor presence and they enjoyed when instructors incorporated these uses of video into their online courses.
PASSHE 2015: If You Record It, Will They Watch It? And Will It Matter? Explor...Patrick Lowenthal
If You Record It, Will They Watch It? And Will It Matter? Exploring Student Perceptions of Online Video
Online videos can help build presence and community in online courses. But do students actually watch these videos? The presenter will share his experience using asynchronous video (e.g., video announcements, video feedback) as well as share research on students perceptions of asynchronous video, while engaging the audience in their own use of rich media.
Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
This is a Powerpoint that highlights the usefulness of using short video tutorials as a form of advertising on social media. This is done by analyzing the data that was collected from conducting a twenty question survey.
PASSHE 2015: If You Record It, Will They Watch It? And Will It Matter? Explor...Patrick Lowenthal
If You Record It, Will They Watch It? And Will It Matter? Exploring Student Perceptions of Online Video
Online videos can help build presence and community in online courses. But do students actually watch these videos? The presenter will share his experience using asynchronous video (e.g., video announcements, video feedback) as well as share research on students perceptions of asynchronous video, while engaging the audience in their own use of rich media.
Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
This is a Powerpoint that highlights the usefulness of using short video tutorials as a form of advertising on social media. This is done by analyzing the data that was collected from conducting a twenty question survey.
Video Accessibility Toolkit for Success in a Virtual Environment3Play Media
Discover why video accessibility can transform the way you communicate in a virtual environment. In this session, you will learn how to use video accessibility to create an inclusive environment, while also improving your SEO, brand experience, and engagement.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...Lucinda Rush
Presentation at the Virginia Library Association Annual Conference, October 22, 2015
Lucinda Rush, Rachel Stott, Topher Lawton, Megan Smith
Digital learning objects are all the rage, but what does the YouTube generation think? We will discuss student perceptions of videos used for information literacy instruction and methods for incorporating short videos into assessable learning activities.
Construct maps are important tools in educational assessment and can serve multiple purposes related to development and validation, as well as score interpretation and use. This chapter outlines a process for developing a construct map from the qualitative ordering of teachers’ responses to open-ended assessment items. The construct of interest pertains to a teacher’s ability to attend to what students say and do, which is a key component of many recommendations for instructional practice within mathematics education. The instrument we are developing is designed to measure teachers’ attentiveness to student thinking in quantitative reasoning problem situations. A key aspect of our instrument development process is the development of a construct map that hierarchically orders qualitatively different levels of teacher attentiveness. In this chapter we describe our process for developing the construct map with the intent of providing an example to others who may be interested in engaging in the development of construct maps.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
In search of a better understanding of social presence: An investigation into...Patrick Lowenthal
Research on social presence and online learning continues to grow. But to date,
researchers continue to define and conceptualize social presence very
differently. For instance, at a basic level, some conceptualize social presence as
one of three presences within a Community of Inquiry, while others do not.
Given this problem, we analyzed how researchers in highly cited social
presence research defined social presence in an effort to better understand how
they are defining social presence and how this might be changing over time. In
this article, we report the results of our inquiry and conclude with implications
for future research and practice.
Open Access Journals in Educational Technology: Results of a Survey of Exper...Patrick Lowenthal
As the academic publishing industry evolves, there has been an unprecedented growth of “open access journals” (OAJs). In educational technology alone, with an estimated 250 or more total journals, nearly one-third are designated as “open.” Though OAJs are lauded for their contribution to social justice issues (reduction of subscription requirement barriers), many people are suspicious of the content found in them and question the legitimacy of publishing in them. In this study, we sought to discover the opinions of educational technology scholars about OAJs in their own field. We were able to learn which OAJs were deemed to be most valuable, as well as the characteristics of OAJs thought to be particularly important. A companion site accompanies this article, http://edtechjournals.org
Video Accessibility Toolkit for Success in a Virtual Environment3Play Media
Discover why video accessibility can transform the way you communicate in a virtual environment. In this session, you will learn how to use video accessibility to create an inclusive environment, while also improving your SEO, brand experience, and engagement.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
Ready, Set, Record: Being Present and Engaging Students Online Using YouTubeJason Rhode
During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...Lucinda Rush
Presentation at the Virginia Library Association Annual Conference, October 22, 2015
Lucinda Rush, Rachel Stott, Topher Lawton, Megan Smith
Digital learning objects are all the rage, but what does the YouTube generation think? We will discuss student perceptions of videos used for information literacy instruction and methods for incorporating short videos into assessable learning activities.
Similar to AECT 2014 social presence and video (16)
Construct maps are important tools in educational assessment and can serve multiple purposes related to development and validation, as well as score interpretation and use. This chapter outlines a process for developing a construct map from the qualitative ordering of teachers’ responses to open-ended assessment items. The construct of interest pertains to a teacher’s ability to attend to what students say and do, which is a key component of many recommendations for instructional practice within mathematics education. The instrument we are developing is designed to measure teachers’ attentiveness to student thinking in quantitative reasoning problem situations. A key aspect of our instrument development process is the development of a construct map that hierarchically orders qualitatively different levels of teacher attentiveness. In this chapter we describe our process for developing the construct map with the intent of providing an example to others who may be interested in engaging in the development of construct maps.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
In search of a better understanding of social presence: An investigation into...Patrick Lowenthal
Research on social presence and online learning continues to grow. But to date,
researchers continue to define and conceptualize social presence very
differently. For instance, at a basic level, some conceptualize social presence as
one of three presences within a Community of Inquiry, while others do not.
Given this problem, we analyzed how researchers in highly cited social
presence research defined social presence in an effort to better understand how
they are defining social presence and how this might be changing over time. In
this article, we report the results of our inquiry and conclude with implications
for future research and practice.
Open Access Journals in Educational Technology: Results of a Survey of Exper...Patrick Lowenthal
As the academic publishing industry evolves, there has been an unprecedented growth of “open access journals” (OAJs). In educational technology alone, with an estimated 250 or more total journals, nearly one-third are designated as “open.” Though OAJs are lauded for their contribution to social justice issues (reduction of subscription requirement barriers), many people are suspicious of the content found in them and question the legitimacy of publishing in them. In this study, we sought to discover the opinions of educational technology scholars about OAJs in their own field. We were able to learn which OAJs were deemed to be most valuable, as well as the characteristics of OAJs thought to be particularly important. A companion site accompanies this article, http://edtechjournals.org
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...Patrick Lowenthal
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved them into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this paper, we present the results of our inquiry, with a specific focus on the implications the results have on day-today practice of designing online courses.
Getting graphic About Infographics: Design Lessons Learned From Popular Infog...Patrick Lowenthal
People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 “liked” infographics on a popular infographic sharing website in an effort to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.
Intentional Web Presence for Research and Technology ProfessionalsPatrick Lowenthal
Intentionally creating a well-crafted online presence, sometimes called a web presence, is important not only for recent graduates but for any professional in a community of practice that values technology use and innovation (e.g., information technology, computer science, digital and graphic design); also, professionals who work with external stakeholders (e.g., consultants working with clients, teachers working with parents, artists working with customers and funding sources) benefit from attention to their web presence. In this presentation, I will share why professionals need to attend to their web presence and share some strategies for crafting the components of a vibrant and dynamic professional web presence and digital footprint.
AERA 2015 Instructional Design Lessons Learned From Reviewing Popular Infogra...Patrick Lowenthal
Infographics are one way of presenting complex and dense informational content in a way the supports cognitive processing, learning, and future recognition and recollection. Infographics, as the name implies, are a way of presenting information graphically. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear. In this session we will share the results of our inquiry into what makes an effective infographic. Derived from our inquiry, we will share recommendations on how educators might leverage the power of infographics in their classrooms, and assignments we now use with our students.
Intentional Web Presence for Educational Technology ProfessionalsPatrick Lowenthal
Educational technology professionals must be digitally literate. Part of this involves effectively managing one’s web presence. In this presentation, I will argue that educational technology professionals need to practice what they preach by attending to their web presence. I will share strategies for crafting the components of a vibrant and dynamic professional web presence such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).
Thinking Differently About Social Presence in Online Courses -- Northwest eLe...Patrick Lowenthal
Social presence is a popular construct in online learning. But it was originally developed by Short, Williams, and Christie (1976) to explain the effect telecommunications media can have on communication. Over the years, social presence theory has become much more nuanced. This presentation will illustrate how social presence theory has changed over the years and the implications of these changes for faculty and instructional designers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
5. Social presence is the
degree of salience (i.e.,
quality or state of
being there) between
two communicators
using a communication
medium.
Social Presence
14. Important to
perceive
instructor as
“real” & “there”
Strongly Agree 4.36
Importance to
perceive
classmates as
“real” & “there”
Agree 3.82
[1 Strongly Disagree --- Strongly Agree 5]
Importance of Presence
15. Video: 4.23
Audio: 3.55
Text: 3.45
Rate video, audio, & text in
their ability to establish a
communicator as a “real”
person and being “there”
(i.e., social presence)
[1 Poor --- Excellent 5]
Communication Media
16. Sometimes feel alone or
isolated when taking online
courses
[1 Strongly Disagree --- Strongly Agree 5]
Neither Agree or Disagree 2.97
Lonely
17. I like it when instructors
use videos in online
courses.
Agree 4.37
Preference
19. I read every
announcement
instructor posts
I watched all
announcements
Agree 4.16 Agree 4.08
Video Announcements
20. When / given a video
announcement and a text
transcription, which are
you more likely to do:
Only read; don’t watch
Read and watch video
Watch but don’t read
Video Announcements
31%
46%
23%
21. What reasons influence you to watch a
video announcement?
“If I have time”
“If there is instruction I watch. If it is simply an announcement
I will not watch”
“Internet connection speed”
“I always watch the video announcements because they are
critical to success in the class”
“Much can be determined from the post's title or subject”
Video Announcements
23. Like it when my
instructor uses
instructional
videos
Instructional
videos are a good
way to learn
Strongly Agree 4.51 Strongly Agree 4.46
Instructional Videos
24. I watched most of the
instructional videos
created by my instructor
this semester?
Strongly / Agree 4.51
Instructional Videos
25. Prefer
instructors use
videos they
created
Instructional
videos created
by others add
value
Agree 3.57 Agree 3.97
Instructional Videos
34. One-on-one two-way synchronous video 4.22
Group two-way synchronous video 3.83
Personal asynchronous video 4.12
General asynchronous video 3.76
One-on-one synchronous audio 3.64
Group synchronous audio 3.18
One-on-one asynchronous audio 3.27
Group asynchronous audio 3.10
One-on-one synchronous text-based 3.61
Group synchronous text-based 3.00
One-on-one asynchronous text-based 3.48
Group asynchronous text-based 3.10
Media Compared
35. One-on-one two-way synchronous video 4.22
Group two-way synchronous video 3.83
Personal asynchronous video 4.12
General asynchronous video 3.76
One-on-one synchronous audio 3.64
Group synchronous audio 3.18
One-on-one asynchronous audio 3.27
Group asynchronous audio 3.10
One-on-one synchronous text-based 3.61
Group synchronous text-based 3.00
One-on-one asynchronous text-based 3.48
Group asynchronous text-based 3.10
Media Compared
36. One-on-one two-way synchronous video 4.22
Group two-way synchronous video 3.83
Personal asynchronous video 4.12
General asynchronous video 3.76
One-on-one synchronous audio 3.64
Group synchronous audio 3.18
One-on-one asynchronous audio 3.27
Group asynchronous audio 3.10
One-on-one synchronous text-based 3.61
Group synchronous text-based 3.00
One-on-one asynchronous text-based 3.48
Group asynchronous text-based 3.10
Media Compared
37. One-on-one two-way synchronous video 4.22
Group two-way synchronous video 3.83
Personal asynchronous video 4.12
General asynchronous video 3.76
One-on-one synchronous audio 3.64
Group synchronous audio 3.18
One-on-one asynchronous audio 3.27
Group asynchronous audio 3.10
One-on-one synchronous text-based 3.61
Group synchronous text-based 3.00
One-on-one asynchronous text-based 3.48
Group asynchronous text-based 3.10
Media Compared
38. One-on-one two-way synchronous video 4.22
Group two-way synchronous video 3.83
Personal asynchronous video 4.12
General asynchronous video 3.76
One-on-one synchronous audio 3.64
Group synchronous audio 3.18
One-on-one asynchronous audio 3.27
Group asynchronous audio 3.10
One-on-one synchronous text-based 3.61
Group synchronous text-based 3.00
One-on-one asynchronous text-based 3.48
Group asynchronous text-based 3.10
Media Compared
39. One-on-one two-way synchronous video 4.22
Group two-way synchronous video 3.83
Personal asynchronous video 4.12
General asynchronous video 3.76
One-on-one synchronous audio 3.64
Group synchronous audio 3.18
One-on-one asynchronous audio 3.27
Group asynchronous audio 3.10
One-on-one synchronous text-based 3.61
Group synchronous text-based 3.00
One-on-one asynchronous text-based 3.48
Group asynchronous text-based 3.10
Media Compared
40. One-on-one two-way synchronous video 4.22
Personal asynchronous video 4.12
Group two-way synchronous video 3.83
General asynchronous video 3.76
One-on-one synchronous audio 3.64
One-on-one synchronous text-based 3.61
One-on-one asynchronous text-based 3.48
One-on-one asynchronous audio 3.27
Group synchronous audio 3.18
Group asynchronous audio 3.10
Group asynchronous text-based 3.10
Group synchronous text-based 3.00
Media Ranked
41. One-on-one two-way synchronous video 4.22
Personal asynchronous video 4.12
Group two-way synchronous video 3.83
General asynchronous video 3.76
One-on-one synchronous audio 3.64
One-on-one synchronous text-based 3.61
One-on-one asynchronous text-based 3.48
One-on-one asynchronous audio 3.27
Group synchronous audio 3.18
Group asynchronous audio 3.10
Group asynchronous text-based 3.10
Group synchronous text-based 3.00
Media Ranked
42. One-on-one two-way synchronous video 4.22
Group two-way synchronous video 3.83
Personal asynchronous video 4.12
General asynchronous video 3.76
One-on-one synchronous audio 3.64
Group synchronous audio 3.18
One-on-one asynchronous audio 3.27
Group asynchronous audio 3.10
One-on-one synchronous text-based 3.61
Group synchronous text-based 3.00
One-on-one asynchronous text-based 3.48
Group asynchronous text-based 3.10
Media Compared
43. Videos can establish instructor presence 4.34
Video announcements can establish instructor
presence 4.22
Video feedback can establish instructor
presence 4.17
Instructional videos can establish instructor
presence 4.22
I know my instructor better as a result of his
use of video 4.05
Enjoyed the use of video in this course 4.45
Agree
Video & Social Presence
44. Videos can establish instructor presence 4.34
Video announcements can establish instructor
presence 4.22
Video feedback can establish instructor
presence 4.17
Instructional videos can establish instructor
presence 4.22
I know my instructor better as a result of his
use of video 4.05
Enjoyed the use of video in this course 4.45
Agree
Video & Social Presence
45. Videos can establish instructor presence 4.34
Video announcements can establish instructor
presence 4.22
Video feedback can establish instructor
presence 4.17
Instructional videos can establish instructor
presence 4.22
I know my instructor better as a result of his
use of video 4.05
Enjoyed the use of video in this course 4.45
Agree
Video & Social Presence
46. Video, audio, and text are all tools for
distance communications. Other factors
also contribute to the feeling of a real
person. Most critical for me is timeliness of
the communications. I'd rather have a more
immediate text reply that suffer digital
silence - even if the communication after the
delay is in a high quality video format.
47. When videos are kept short and focused they
can be a very effective tool for learning. Not
all information needs to be presented in a
video.
48. The courses where there was some element
of video communication, helped me to feel
more connected to the instructor (or in the
case of 502 not my instructor, but the video
instructor). This semester, I do not feel
connected to my instructors who have not
used any form of video communication.