Keywords

asynchronous video communication, computer-mediated communication, English language learners, introversion-extroversion, self-regulation, social presence

Abstract

Online courses are increasingly using asynchronous video communication. However, little is known about how asynchronous video communication influences students’ communication patterns. This study presents four narratives of students with varying characteristics who engaged in asynchronous video communication. The extrovert valued the efficiency of making video comments but saw little value in viewing the video comments of her peers. Somewhat inversely, the English language learner valued the video comments of her peers but lacked the ability to fully participate herself. The introverted student valued the flexibility and richness of asynchronous video but spent an inordinate amount of time recording her videos. Lastly, the instructor video messages helped the student with low self-regulation to progress in the course.

Original Publication Citation

Borup, J., West, R. E., & Graham, C. R. (2013). The influence of asynchronous video communication on learner social presence: A narrative analysis of four cases. Distance Education, 34(1), 48–63. doi:10.1080/01587919.2013.770427

Document Type

Peer-Reviewed Article

Publication Date

2013

Publisher

Distance Education

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

Download

Share

COinS