Building Social Presence in a Telecollaboration between American and German Higher Education Students

Autor/in	Meyr, Justine Meyr
Titel	Building Social Presence in a Telecollaboration between American and German Higher Education Students
Quelle	ProQuest LLC (2017) PDF als Volltext Link als defekt meldenVerfügbarkeit Ed.D. Dissertation, University of California, Santa Barbara
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
ISBN	978-0-3557-3479-9
Schlagwörter	Hochschulschrift; Dissertation; Second Language Learning; Second Language Instruction; Computer Mediated Communication; College Students; Social Media; Action Research; Program Descriptions; Intercultural Communication; Video Technology; Computer Software; Communities of Practice; Student Motivation; Communicative Competence (Languages); Foreign Countries; German; English (Second Language); International Educational Exchange; Germany; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Fremdsprachenunterricht; Computerkonferenz; Collegestudent; Soziale Medien; Projektforschung; Interkulturelle Kommunikation; Community; Schulische Motivation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Internationaler Austausch; Deutschland; USA
Abstract	Scholars and educators have described participation in target language (TL) communities as one of the primary aims of language learning, holding a fundamental position in ACTFL's (2011) "Standards." Limited work has been conducted to describe how students participate in and gain access to these TL communities through various forms of technology. This dissertation presents a study of Garrison and Vaughn's (2001) "social presence" within a telecollaboration between U.S. and German students enrolled in institutes of higher education. Data was obtained from a nine-month online exchange, using the platforms of Facebook, Google Docs and Google Forms. Action research (Riel, 2010), grounded in the theoretical framework of the Community of Inquiry (CoI), framed the ways in which I examined the contribution of the participants, what motivated them to interact with others, and how instructional activities and the technological platforms helped to build a community. The analysis made visible that discourse facilitation, video chat, and an interactive platform for computer mediated communication (CMC), contributed to the participants' motivation and dedication to the online community. In particular the social cues and fillers (laughing, smiling and nodding) supported by the video chat, enhanced "social presence" and effective communicative language learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Begutachtung	unbekannt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01