Affiliation:
1. Faculty of Education University of Hong Kong Hong Kong China
2. Institute of Data Science University of Hong Kong Hong Kong China
Abstract
AbstractBackgroundVideo‐based learning (VBL) is the learning process of acquiring defined knowledge, competence, and skills with the systematic use of video resources. Currently, the relationship between teaching presence and social presence in VBL is underexamined.ObjectivesThis study examined the relationships between social presence and teaching presence indicators in VBL.MethodsWe analysed social presence based on 3456 danmaku data (synchronised on‐screen comments) and teaching presence based on the video content from eight pre‐recorded database lectures on Bilibili. The eight lectures were categorised into theory‐ and application‐oriented sessions. We analysed the static relationships and temporal patterns between social presence and teaching presence in theory‐ and application‐oriented sessions respectively using bipartite network analysis and cross‐correlation analysis.ResultsWe identified the teaching presence indicators that had a high frequency of co‐occurrence with students' social presence, including “conducting informative demonstrations” in application‐oriented sessions and “offering useful illustrations” in theory‐oriented sessions. The most frequently observed social presence indicator was “social sharing”, which co‐occurred frequently with most teaching presence indicators in both theory‐ and application‐oriented sessions.ConclusionsWe identified the significant associations between indicators of teaching presence and social presence in VBL from both static and temporal perspectives. These indicators exhibited varying levels of association between theory‐ and application‐oriented sessions.ImplicationsThis study contributes to the theoretical understanding of the relationships between teaching presence and social presence, which can benefit teaching practice and course design in VBL. Course instructors are suggested to incorporate the identified teaching presence aspects to enhance students' social presence in VBL.
Subject
Computer Science Applications,Education
Reference80 articles.
1. Ahn J.(2013).What can we learn from Facebook activity? Using social learning analytics to observe new media literacy skills.ACM International Conference Proceeding Series(pp. 135–144).
2. The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence;Akyol Z.;Journal of Asynchronous Learning Networks,2008
3. Assessing teaching presence in a computer conferencing context;Anderson T.;Journal of Asynchronous Learning Networks,2001
4. Creating social presence in online environments
5. Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献