AN EXPLORATION OF THE ATTRIBUTES OF COMPUTER-MEDIATED INSTRUCTIONAL VIDEO THAT STIMULATE SOCIAL PRESENCE

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Date

2022-05

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[Bloomington, Ind.] : Indiana University

Abstract

This study explored the perceived social presence of learners engaged in computer-mediated instruction using video to understand the most effective attributes of the construct for improving learning with video communication. A mixed-methods case study was conducted throughout one semester in an undergraduate course at the Jacobs School of Music. Students created short instructional videos and posted them to a course forum within a social networking site to fulfill a course assignment. The collection of quantitative data from a perceived social presence questionnaire was analyzed to inform how learners perceive the use of computer-mediated instruction using video. The collection of qualitative data from transcriptions of semi-structured interviews and the student comments in the social networking forum informed the researcher on how learners experience social presence using computer-mediated instruction using video and how learners perceive instructional methods that incorporate reflection and computer-mediated video. The research demonstrated that students found the assignment that incorporated computer-mediated instruction using video non-threatening and valued its contribution to their learning. They appreciated the opportunities for reflection as well as expressed many social presence indicators in their communications. The implications of these findings suggest that assignments that incorporate social networking sites, reflection, and computer-mediated instruction using video can facilitate a positive and productive learning environment suitable for supporting an effective community of inquiry.

Description

Thesis (Ph.D.) - Indiana University, Department of Instructional System Technology, 2022

Keywords

social presence, computer-mediated video, social networking sites, reflection

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Doctoral Dissertation