RESUMEN
Historically, online instructors have primarily, if not solely, used asynchronous text-based communication to interact and communicate with students in online courses. However, despite this use, online instructors and students have expressed concerns and limitations with asynchronous communication. Research suggests that synchronous communication technology may address some of the limitations of asynchronous communication. Further, advances in synchronous video-based communication technology make it easier than ever to incorporate synchronous communication technology into online courses. However, comparatively, little is known about online instructors' experiences and perceptions of using synchronous communication technologies in online courses and how they think they can help with community development. The purpose of this study was to explore instructors' experiences and perceptions of synchronous communication technology. Thematic analysis of semi-structured interviews with 18 online instructors resulted in the following themes: (a) instructors use synchronous communication technology in multiple and various ways in online courses; (b) the perceived benefits of real-time visual communication outweigh the drawbacks identified; (c) the benefits of nonverbal communication depend on situational factors and how synchronous features are used; (d) productive and meaningful interaction requires intentional yet flexible facilitation during synchronous sessions; (e) synchronous sessions can provide a place for community to build and grow but they are not required for community development. Altogether, findings suggest that real-time visual communication may aid in community building in online courses but that its effectiveness depends on several situational factors, and that synchronous lecturing may be less conducive to developing classroom community in online courses. Results and future research directions are discussed.
RESUMEN
Colleges and Universities have a more diverse student body than ever before-this includes a growing number of students with disabilities. Many of these students are attracted to the flexibility and anonymity of learning online. However, research suggests that students with disabilities often face barriers learning online. Given this, we set out to investigate how faculty and educational technologists are prepared to design accessible online courses and instructional materials. We surveyed 95 educational technologists, directors, and disability access personnel in this exploratory study. In the following paper, we report the results of our inquiry into these professionals' perspectives on faculty and educational technologists' knowledge and skills in creating accessible courses and instructional materials. We conclude by discussing the implications for research and practice.
RESUMEN
Discussion boards can provide a glimpse into the regular and substantive interaction required in online courses. Advances in technology and an increased interest in learning analytics now provides researchers with billions of data points about instructor and student interaction within a learning management system (LMS). This study used LMS data to explore the frequency of interaction between instructors and students in discussion boards in online courses at one institution. Overall, 415 courses were analyzed spanning two semesters. Results from the study found that the average number of posts by an instructor was 32.9. The average instructor interaction was 1.49 instructor posts per student. 23% of courses had no instructor posts. Student posts averaged 470 per course and the average posts per student was 19.9. Based on the discussion board activity, the most discussion interaction occurred during the first two weeks of the semester. Results also suggested that there is no relationship between student satisfaction and the number of total posts in a course. The paper concludes with implications for research and practice.
RESUMEN
Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results indicate students were satisfied with receiving video feedback, that video feedback contributed to their perceived learning, and that perceptions of social presence were comparable to previous research. Limitations and implications for practice are discussed.
RESUMEN
It is easier than ever to provide video feedback. Research has shown that video feedback, among other things, can help increase conversational and affective communication. However, research also suggests that despite its benefits, instructors and students might prefer text-based feedback. The following paper responds to research by Borup, West, and Thomas (Educ Technol Res Dev 63(2): 161-184. 10.1007/s11423-015-9367-8, 2015), describes the value of their research, how it can be applied, some limitations, and future areas of research in a time where colleges are shifting to digital.
RESUMEN
Scholars, educators, and students are increasingly encouraged to participate in online spaces. While the current literature highlights the potential positive outcomes of such participation, little research exists on the sentiment that these individuals may face online and on the factors that may lead some people to face different types of sentiment than others. To investigate these issues, we examined the strength of positive and negative sentiment expressed in response to TEDx and TED-Ed talks posted on YouTube (n = 655), the effect of several variables on comment and reply sentiment (n = 774,939), and the projected effects that sentiment-based moderation would have had on posted content. We found that most comments and replies were neutral in nature and some topics were more likely than others to elicit positive or negative sentiment. Videos of male presenters showed greater neutrality, while videos of female presenters saw significantly greater positive and negative polarity in replies. Animations neutralized both the negativity and positivity of replies at a very high rate. Gender and video format influenced the sentiment of replies and not just the initial comments that were directed toward the video. Finally, we found that using sentiment as a way to moderate offensive content would have a significant effect on non-offensive content. These findings have far-reaching implications for social media platforms and for those who encourage or prepare students and scholars to participate online.