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Synchronous video communication for distance education: the educators’ perspective

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Synchronous video communication for distance education : the educators’ perspective. / Themelis, Chryssa.

In: Open Praxis, Vol. 6, No. 3, 6, 03.07.2014, p. 245-256.

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@article{4fe5f11acd5148f1a1a0ad1ea9ea05a4,
title = "Synchronous video communication for distance education: the educators{\textquoteright} perspective",
abstract = "The paper reports on the experienced educator perspective regarding human-to-human connection indistance education. The research questions aimed to fill gaps in the existing research literature, to investigatethe role of the educator, to discover how learning and subject content are affected by contextual factors, tofind out if it enhances the sense of togetherness (immediacy and intimacy). The Informed Grounded Theoryand the Community of Inquiry model provided a scaffolding framework for designing interview questions andanalyzing findings. The outcome of the analysis formulated a new theory called tele-proximity, which givesan explanation of how presences could work in synchronicity. The findings may help educators gain insightinto how to use Synchronous Video Communication (SVC) and lead future research to dig deeper into thefield of synchronicity and the importance of audiovisual cues.",
keywords = "cognitive presence, Community of Inquiry Model (CoI), social presence, synchronous video enhanced communication (SVC), teaching presence, Teleproximity",
author = "Chryssa Themelis",
year = "2014",
month = jul,
day = "3",
doi = "10.5944/openpraxis.6.3.128",
language = "English",
volume = "6",
pages = "245--256",
journal = "Open Praxis",
issn = "1369-9997",
number = "3",

}

RIS

TY - JOUR

T1 - Synchronous video communication for distance education

T2 - the educators’ perspective

AU - Themelis, Chryssa

PY - 2014/7/3

Y1 - 2014/7/3

N2 - The paper reports on the experienced educator perspective regarding human-to-human connection indistance education. The research questions aimed to fill gaps in the existing research literature, to investigatethe role of the educator, to discover how learning and subject content are affected by contextual factors, tofind out if it enhances the sense of togetherness (immediacy and intimacy). The Informed Grounded Theoryand the Community of Inquiry model provided a scaffolding framework for designing interview questions andanalyzing findings. The outcome of the analysis formulated a new theory called tele-proximity, which givesan explanation of how presences could work in synchronicity. The findings may help educators gain insightinto how to use Synchronous Video Communication (SVC) and lead future research to dig deeper into thefield of synchronicity and the importance of audiovisual cues.

AB - The paper reports on the experienced educator perspective regarding human-to-human connection indistance education. The research questions aimed to fill gaps in the existing research literature, to investigatethe role of the educator, to discover how learning and subject content are affected by contextual factors, tofind out if it enhances the sense of togetherness (immediacy and intimacy). The Informed Grounded Theoryand the Community of Inquiry model provided a scaffolding framework for designing interview questions andanalyzing findings. The outcome of the analysis formulated a new theory called tele-proximity, which givesan explanation of how presences could work in synchronicity. The findings may help educators gain insightinto how to use Synchronous Video Communication (SVC) and lead future research to dig deeper into thefield of synchronicity and the importance of audiovisual cues.

KW - cognitive presence

KW - Community of Inquiry Model (CoI)

KW - social presence

KW - synchronous video enhanced communication (SVC)

KW - teaching presence

KW - Teleproximity

U2 - 10.5944/openpraxis.6.3.128

DO - 10.5944/openpraxis.6.3.128

M3 - Journal article

VL - 6

SP - 245

EP - 256

JO - Open Praxis

JF - Open Praxis

SN - 1369-9997

IS - 3

M1 - 6

ER -