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The Use of Asynchronous Video Communication to Improve Instructor Immediacy and Social Presence in an Online Course
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Borup, J., Graham, C.R. & Velasquez, A. (2010). The Use of Asynchronous Video Communication to Improve Instructor Immediacy and Social Presence in an Online Course. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 337-344). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33358.
Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
David Gibson & Bernie Dodge
More Information on SITE
Table of Contents
In this paper we share our experiences with using asynchronous video communications to increase teacher immediacy and social presence during a technology integration course for pre-service teachers. We describe three cases where asynchronous video was used to facilitate instructor-student and peer-to-peer communications. The online tools used were Facebook, VoiceThread, and video blogs created by the Center for Teaching and Learning at Brigham Young University (BYU). Our initial findings indicate that the use of regular video instructor-student and peer-to-peer communication can be an effective way to improve instructor immediacy and social presence in an online environment while maintaining the flexibility that draws students to online learning.
- Digital Storytelling: Strategies Using VoiceThread
- Engaging Students in Interactive Online Discussions with VoiceThread (an audio/blogging tool)
- QR Codes: A Quick Response for Education
- Viva VoiceThread: Integrating a Web 2.0 Tool in the Additional Language Classroom
- SITE's Digital Fabrication Initative
- Development of a Multimedia Software System for Teaching English as a Foreign Language to South Korean University Students
- Assessing E-Learning Tools to Support International Service-Learning Collaboration
- The Relationship between Synchronous Web Conferencing and Course Satisfaction in a Blended Online Class
- Instructional Design Considerations for Science E-Learning
- Toward a Taxonomy of Distributed Learning Delivery Modes
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