ERIC Number: EJ1049354
Record Type: Journal
Publication Date: 2015
Reference Count: 9
Practicing Nonverbal Awareness in the Asynchronous Online Classroom
Kelly, Stephanie; Claus, Christopher J.
Communication Teacher, v29 n1 p37-41 2015
In this unit activity, students understand that social presence-one's ability to project a personality through computer-mediated communication-is critical for creating an effective online learning environment (Christen, Kelly, Fall, & Snyder, in press; Jorgensen, 2002; Kehrwald, 2010; O'Sullivan, Hunt, & Lippert, 2004). Without presence, students are left feeling as though they interact alone with a computer rather than real people. As such, they find it difficult to become motivated in online courses in which social presence is lacking (Richardson & Swan, 2003). Because of its vital role in the online classroom, scholars have long worked toward identifying manipulative behaviors that can be utilized to increase students' perceptions of social presence. The Community of Inquiry (CoI) Model of social presence indicates that a communicator will be perceived as socially present if their communication is affective (i.e., the sharing of emotions or personal opinions), interactive (i.e., frequent engagement), and cohesive (i.e., the use of inclusive communication which involves group discussion or the use of such terms as "we" and "our;" Garrison, Anderson, & Archer, 1999). Learning goals of this activity include: : (1) Making students cognizant of their facial expressions; and (2) Increasing discussion board involvement, thereby increasing social presence.
Descriptors: Asynchronous Communication, Computer Mediated Communication, Online Courses, Interpersonal Relationship, Student Behavior, Social Influences, Communication Strategies, Affective Behavior, Interaction, Nonverbal Communication, Interpersonal Communication, Photography, Business Administration Education, College Students
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A