The Influence of Asynchronous Video Communication on Learner Social Presence: A Narrative Analysis of Four Cases

Y

16

Online Courses; Video Technology; Asynchronous Communication; Context Effect; Individual Characteristics; Interpersonal Communication; Case Studies; Personal Narratives; Distance Education; Preservice Teachers; Student Characteristics; Student Attitudes; Efficiency; Time Management; Extraversion Introversion; Interpersonal Competence; English Language Learners; Self Control

10.1080/01587919.2013.770427

0158-7919

Online courses are increasingly using asynchronous video communication. However, little is known about how asynchronous video communication influences students' communication patterns. This study presents four narratives of students with varying characteristics who engaged in asynchronous video communication. The extrovert valued the efficiency of making video comments but saw little value in viewing the video comments of her peers. Somewhat inversely, the English language learner valued the video comments of her peers but lacked the ability to fully participate herself. The introverted student valued the flexibility and richness of asynchronous video but spent an inordinate amount of time recording her videos. Lastly, the instructor video messages helped the student with low self-regulation to progress in the course. (Contains 1 table, 1 figure and 1 note.)

As Provided

45

2013

EJ1005269