Do Nonverbal Emotional Cues Matter? Effects of Video Casting in Synchronous Virtual Classrooms

Autor/in	Han, Heeyoung
Titel	Do Nonverbal Emotional Cues Matter? Effects of Video Casting in Synchronous Virtual Classrooms
Quelle	In: American Journal of Distance Education, 27 (2013) 4, S.253-264 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2013.837718
Schlagwörter	Video Technology; Cues; Nonverbal Communication; Learner Engagement; Satisfaction; Student Attitudes; Academic Achievement; Quasiexperimental Design; Synchronous Communication; Virtual Classrooms; Masters Programs; Emotional Response; Educational Technology; Discussion (Teaching Technique); Computer Mediated Communication; Online Courses; Grades (Scholastic); Graduate Students; Factor Analysis; Multivariate Analysis; Online Surveys + Suchen Sie Ihr Suchwort? Stichwort; Non-verbal communication; Nonverbale Kommunikation; Zufriedenheit; Schülerverhalten; Schulleistung; Magister course; Magisterstudiengang; Emotionales Verhalten; Unterrichtsmedien; Computerkonferenz; Online course; Online-Kurs; Notenspiegel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Faktorenanalyse; Multivariate Analyse
Abstract	This study examined the effects of an instructor's use of video casting as a nonverbal emotional cue in synchronous discussion sessions on students' social presence, satisfaction, and learning achievement. A quasi-experimental design was used to evaluate the effect of video casting in a synchronous virtual classroom. The research setting was a 100% online master's degree program within a university located in the midwestern United States. Thirty-three students participated in the experiment. The results showed a significant positive effect of the video casting on students' feeling of instructor copresence. No significant effect of video casting was found on either students' satisfaction or learning achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10