This document discusses research into synchronous video communication (SVC) for online courses. The research aims to understand how SVC affects the role of tutors and cognitive presence from the tutor's perspective. It also examines how SVC impacts feelings of togetherness. The research uses informed grounded theory and interviews experienced educators about their use of synchronous tools. It defines three types of "presence" in online learning - teaching presence, cognitive presence, and social presence. It also identifies several contextual factors that can influence teaching and learning online such as time zones, technology, student and instructor identity, and learning objectives. The potential for this research is to provide insights into using SVC to meet learning goals, reduce transactional distance, build online identities, and expand understanding of

1. Tele-ProximityTele-Proximity: Synchronous Video
Communication for Online Courses
Dr. Chryssa Themeli
Educational Researcher (Lancaster University)

2. Research Project Supervisors:
Dr. Gale Parchoma, Dr. Mary Hamilton,
Dr. Julie Anne Sime & Dr. Matt Bower
1. How does SVC affect the role of tutor (teacher presence), from a
tutor perspective?
2. What are the implications for learning and the subject content
(cognitive presence) ?
3. How does the sense of togetherness (immediacy and intimacy) is
affected?
4. What are the contextual factors influencing teaching and
learning ?
Research QuestionsResearch Questions

3. Research MethodResearch Method
v Informed Grounded Theory (Thornberg , 2012)
v Semi- structured interviews based on Community of
Inquiry Model ( Garrison et al. , 2000)

4. Research SampleResearch Sample
ü 18 Well experienced and distinguished educators from five
continents teaching interdisciplinary programs
ü Average experience with synchronous tools 8 years.

5. “Honest Signals” , Brain Research &
Embodied Cognition
“Honest Signals” , Brain Research &
Embodied Cognition
Pr. Sandy Alex Pentland MIT Lab

6. ü Mimicry: If someone begins to mirror your movements, you will probably begin to mirror
theirs. When a pair mimics each other, they are more empathetic. (In a salary
negotiation, for example, Pentland and his collaborators found that when one began
mimicking the other — nodding their head or folding their hands — they also trusted
each other more.)
ü Activity: Just as kids bounce around when they’re genuinely happy, when you’re
interested and excited, you unconsciously increase your activity level.
ü
ü Voice & Fluency : When our thoughts and emotions are focused and consistent, our
speech is more fluid. This signals that we know what we’re talking about, so listeners
tend to believe we’re right.

7. TT presence could be defined in the
study as expression of an embodied
identity (audio-visual presence) that
mirrors thinking process, behaviours,
emotions, and aesthetics for the
purpose of realizing personally
meaningful learning outcomes and a
sense of ‘place’ for online students
and instructors as well.
TT presence could be defined in the
study as expression of an embodied
identity (audio-visual presence) that
mirrors thinking process, behaviours,
emotions, and aesthetics for the
purpose of realizing personally
meaningful learning outcomes and a
sense of ‘place’ for online students
and instructors as well.

8. TC presence is defined as the extent to which
learners and instructors are able to make their
thinking and feelings visible, construct and
confirm meaning, learn skills and play roles
through sustained sensory rich reflection
(offline embodiment) and discourse (online
embodiment) ‘on-stage’ .
TC presence is defined as the extent to which
learners and instructors are able to make their
thinking and feelings visible, construct and
confirm meaning, learn skills and play roles
through sustained sensory rich reflection
(offline embodiment) and discourse (online
embodiment) ‘on-stage’ .

9. TS presence is defined as the ability of participants to create their identity in a
sensory rich ‘stage’, communicate purposefully in a trusting environment and
develop inter-personal relationships by ways of projecting their individual
experiences, ideas and feelings.
TS presence is defined as the ability of participants to create their identity in a
sensory rich ‘stage’, communicate purposefully in a trusting environment and
develop inter-personal relationships by ways of projecting their individual
experiences, ideas and feelings.

10. Contextual FactorsContextual Factors
SVCSVC
Time
zone
Technology
Student
Identity
Instructors
Identity
Learning
Objectives
University
Policy

11. Tele-ProximityTele-ProximityTele-ProximityTele-Proximity

12. The Potential of the Model of Tele-
Proximity
The Potential of the Model of Tele-
Proximity
1. To use more effectively SVC to serve specific learning
objectives.
2. To bridge “Transactional distance” .
3. To build online identities according to expectations
4. To expand the community of inquiry model (Garrison et
al.2000) to include teleoperations
5. To promote further research in the field of
synchronous video enhanced communication.

13. “
”
To know who we are, we must
understand how we are connected”
(Christakis & Fowler, 2009, P. Xiii)
Dr. Chryssa Themeli
Educational Researcher (Lancaster
University)
Voctel Partner/ Conference
Coordinator
cthemelis@gmail.com