Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790169
Title: Co-presence and socio-emotional experience : investigating students' emotional experience during collaborative learning online
Author: Robinson, K.
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
Multisensory information for example, facial expression, tone of voice, is used to infer, and respond to, the emotions of others and is considered integral to the quality of social interaction but when using computer mediated communication (CMC) at distance this information is not available. The question is whether co-presence and by implication, socio-emotional experience, is compromised. A multidisciplinary toolkit of methods was developed using an Educational Neuroscience framework. The investigation of situated experience used survey responses collected from 256 students who had undertaken a group project at distance using CMC, and a comparison with an equivalent face-to-face experience (Study 1), then the interpersonal interactions of two groups who collaborated online were studied using a quantitative (Study 2) and a qualitative (Study 3) approach. For scholarship Study 1 demonstrates the value of including activities and spaces that are based within a wider online learning community while the findings of Study 2 and 3 show that students adapt to an online context by using the technology available and verbal immediacy practices. Narratives, that incorporate these practices, were developed to seed discussion amongst teachers about facilitatory practice. In Study 4 embodiment was the focus, neural activity and facial expression were monitored using neurophysiological techniques while the participants (acting as teachers) took part in a simulation whose design was informed by the findings of Studies 1-3. The outcome was a coherent line of evidence subjective, behavioural and neural. A model of social interaction at distance using CMC was constructed that is plausible at three levels of description, student practice, Psychology and Neuroscience. There is multidisciplinary evidence that the socio-emotional experience of students interacting at distance using CMC need not be compromised. Students and teachers are able to use a written form of communication to construct and experience a sense of co-presence.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790169  DOI: Not available
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