Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education
ARTICLE
Chryssa Themeli, Lancaster University ; Anna Bougia
IRRODL Volume 17, Number 6, ISSN 1492-3831 Publisher: Athabasca University Press
Abstract
Distance education is expanding in all continents, and the use of video has dominated internet. Synchronous Video Communication (SVC) has not been an option thoroughly investigated and practitioners, who use and design synchronous learning scenarios, are in urgent need of guidance. Distant learners face many barriers, and as a result, they drop out more frequently than on-campus students. Educators seem to be equally affected by the “transactional distance” and the new digital literacies needed for facilitating online learning. This study explores the educators’ perspective on how SVC could offer alternative educational forms and possibilities for distance learning. Findings had indicated that the use of visual communication and human to human contact (prosopogonosia: seeing faces) could have a strong impact on learning and teaching, therefore, a theory called Tele-proximity was formulated. Tele-proximity is defined as online embodiment that explains how instructors and students are connected in synchronous networked environment via tele-operations. SVC creates a sense of place or a stage where online identities perform and highlights recent research on audio-visual signals in communication and team work (Pentland, 2012, 2008). The theory can be seen as an extension of the Community of Inquiry Model (Garrison, Anderson & Archer, 2000) and a theoretical framework according to which learning objectives could be designed. Transactional distance could be minimized and may be implemented to facilitate more synchronous, visual, and humane options in distance education.
Citation
Themeli, C. & Bougia, A. (2016). Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education. The International Review of Research in Open and Distributed Learning, 17(6),. Athabasca University Press. Retrieved March 28, 2024 from https://www.learntechlib.org/p/174411/.
Keywords
References
View References & Citations Map- Akyol, Z., & Vaughan, N., & Garrison, D.R. (2011). The impact of course duration on the development of a Community of Inquiry. Interactive Learning Environments, 19(3), 231-246.
- Allen, I.E., & Seaman, J. (2010). Class differences: Online education in the United States [online document]. Retrieved from http://sloanconsortium.org/Sites/default/files/class_differences31.pdf
- Arbaugh, J.B., & Hwang, A. (2006). Does “teaching presence” exist in online MBA courses? The Internet and Higher Education, 9(1), 9-21.
- Calandra, B., Brantley-Dias, L., Lee, J.K., & Fox, D.L. (2009). Using video editing to cultivate novice teachers’ practice. Journal of Research on Technology in Education, 42(1), 73-94. Retrieved from http://dx.doi.org/10.1080/15391523.2009.10782542
- Bryan, L.A., & Recesso, A. (2006). Promoting reflection among science student teachers using a webbased video analysis tool. Journal of Computing in Teacher Education, 23(1), 31-39.
- Byrne, M.M., & McCoy, T.S. (2012). Faculty-perceived barriers of online education. Journal of Online Learning and Teaching, 8(1).
- Christakis N.A., & Fowler J.H. (2009). Connected: The surprising power of our social networks and how
- Dewey, J. (1938). Experience and education. Toronto, Canada: Collier-MacMillan Canada.
- Dunne, C. (2011). The place of the literature review in grounded theory research. International Journal of Social Research Methodology, 14(2), 111-124.
- Fayard, A. (2006). Interacting on a video-mediated stage. Information Technology& People, 19(2), 152169.
- Ferriday D., Hodgson V., & Jones C. (2006). Dialogue, language and identity: critical issues for networked management learning. Studies in Continuing Education, 28(3), 223–239.
- Garrison, D.R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148.
- Garrison, D.R., & Arbaugh, J.B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172.
- Garrison, D.R. (2007). Online Community of Inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
- Garrison, D.R. (2011). E-Learning in the 21st century: A framework for research and practice (2nd ed.). London, UK: Routledge/Taylor and Francis.
- Gillies, D. (2008). Student perspectives on videoconferencing in teacher education at a distance. Distance Education, 29(1), 107-118.
- Goffman, E. (1959). Presentation of self in everyday life. New York, NY: Doubleday.
- Goffman, E. (1974). Frame analysis. Boston, MA: Northeastern University Press.
- Hrastinski, S., Keller, C., & Carlsson, S.A. (2010). Design exemplars for synchronous e-learning: A design theory approach. Computer& Education, 55(2), 652-662.
- Hurtienne, J., Stößel, C., Sturm, C., Maus, A., Rötting, M., Langdon, P., & Clarkson, J. (2010). Physical
- Jézégou, A. (2010).Community of inquiry in e-learning: A critical analysis of Garrison and Anderson model. Journal of Distance Education, 24(3), 1-18. Retrieved from http://www.jofde.ca/index.php/jde/article/view/707/11415
- Kappas, A., & Krämer, N. (2011). Face-to-face communication over the internet. Cambridge, UK: Cambridge University Press Textbooks.
- Kreijns, K., Kirschner, P., & Jochems, W. (2002). The sociability of computer-supported collaborative learning environments. Educational Technology& Society, 5(1), 8-22.
- Lakoff, G. (2012). Explaining embodied cognition results. Topics in Cognitive Science, 4(4), 773-785.
- Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York, NY: Basic Books.
- Lakoff, G., & Johnson, M. (2003). Metaphors we live by. Chicago, IL: University of Chicago Press.
- Lakoff, G. (2008). The political mind. New York, NY: Viking.
- Lakoff, G., & Nunez, R.E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York, NY: Basic Books.
- Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76(4), 567-605.
- McNerney, S. (2011, November 11). A brief guide to embodied cognition: Why you are not your brain. Scientific American. Retrieved from http://blogs.scientificamerican.com/guestblog/2011/11/04/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/
- Miyazoe, T., & Anderson, T. (2015). Interaction equivalency in an OER, MOOC and informal learning era.
- Parchoma, G. (2011). Toward diversity in researching teaching and technology philosophies-in-practice in e-learning communities. In B. Daniel (Ed.), Handbook of research on methods and techniques for studying virtual communities: Paradigms and phenomena (Vol. 1, pp. 61-86). Hershey, PA:
- Pentland, A. (2010, January 1). Defend your research: We can measure the power of charisma-Harvard
- Powers, S.R., Rauh, C., Henning, R.A., Buck, R.W., & West, T.V. (2011). The effect of video feedback
- Rourke, L., & Kanuka, H. (2009). Learning in communities of inquiry: A review of the literature. Journal of Distance Education, 23(1), 19-48. Retrieved from http://www.jofde.ca/index.php/ Jde /article/view/ 474/816
- Saw, K.G., Majid, O., Ghani, N.A., Atan, H., Idrus, R.M., & Rahman, Z.A. (2008). The
- Sherin, M.G., & Van Es, E.A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491.
- Smyth, R., Andrews, T., Bordujenko, J., & Caladine, R. (2011). Leading rich media implementation
- Themelis,C.(2014). Synchronous video communication for distance education: The educators’ perspective. Open Praxis, 6(3), 2014, pp. 235–245 (ISSN 2304-070X). Retrieved from
- Thornberg, R. (2012). Informed grounded theory. Scandinavian Journal of Educational Research, 56(3), 243-259.
- Walther, J.B. (1992). Interpersonal effects in computer-mediated interaction: A relational perspective. Communication Research, 19(1), 52–90.
- Wilson, R. & Foglia, L. (2016), Embodied Cognition In Edward N. Zalta (ed.), The Stanford Encyclopedia of Philosophy. Retrieved from http://plato.stanford.edu/archives/win2016/entries/embodiedcognition
- Xin, C. (2012). A critique of the community of inquiry framework. The Journal of Distance Education, 26(1). Retrieved from http://www.jofde.ca/index.php/jde/article/view/755/1333
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Differences between Regular and Distance Education in a Teacher's Training Program
Giannakoudakis Zacharias & Giossos Yiannis
European Journal of Open, Distance and E-Learning Vol. 20, No. 2 (2017) pp. 17–29
-
Exploring Video Literacy and the Practice of Educators: Videos, Vlogs, Videoconferencing and Holographic Teleportation
Julie-Ann Sime, Lancaster University, UK, United Kingdom; Chryssa Themelis, Lancaster University, United Kingdom
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2029–2036
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.