Nonverbal Communication in Text-Based, Asynchronous Online Education

Does nonverbal communication exist in asynchronous, text-based online education? It is commonly believed that it does not due to the absence of body language and paralanguage. An examination of the definitions and forms of nonverbal cues suggests the possibility for some of them to be transmitted t...

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Autor principal:	Rima Al Tawil
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	text-based asynchronous communication electronic nonverbal cues (eNVC) social presence teaching presence Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9bc8dc4105e043eca8450152644263dc
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spelling	oai:doaj.org-article:9bc8dc4105e043eca8450152644263dc2021-12-02T16:59:50ZNonverbal Communication in Text-Based, Asynchronous Online Education10.19173/irrodl.v20i1.37051492-3831https://doaj.org/article/9bc8dc4105e043eca8450152644263dc2019-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3705https://doaj.org/toc/1492-3831 Does nonverbal communication exist in asynchronous, text-based online education? It is commonly believed that it does not due to the absence of body language and paralanguage. An examination of the definitions and forms of nonverbal cues suggests the possibility for some of them to be transmitted through asynchronous, text-based online human interactions. To explore the presence, type, and potential impact of electronic nonverbal cues (eNVC), I conducted this research using the Exploratory Sequential Mixed-Method Design. Phase 1 constituted the preliminary, qualitative stage of this research, during which participants completed an online questionnaire to identify what actions, if any, could speak louder than words in discussion-based courses. Thematic analysis of the questionnaire answers revealed the potential existence and influence of several eNVC categories. Phase 2 constituted the quantitative stage, and served to validate Phase 1 findings through the data collection and analysis of two versions of an online survey: one for professors and another for learners. The collated research findings confirmed that eNVC exist and communicate messages beyond those sent and received through printed words in the asynchronous, online learning environment. According to study participants, these types of electronic cues contributed to the social and teaching presences, and therefore carried the potential to influence students’ levels of engagement and motivation. Rima Al TawilAthabasca University Pressarticletext-basedasynchronouscommunicationelectronic nonverbal cues (eNVC)social presenceteaching presenceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 1 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	text-based asynchronous communication electronic nonverbal cues (eNVC) social presence teaching presence Special aspects of education LC8-6691
spellingShingle	text-based asynchronous communication electronic nonverbal cues (eNVC) social presence teaching presence Special aspects of education LC8-6691 Rima Al Tawil Nonverbal Communication in Text-Based, Asynchronous Online Education
description	Does nonverbal communication exist in asynchronous, text-based online education? It is commonly believed that it does not due to the absence of body language and paralanguage. An examination of the definitions and forms of nonverbal cues suggests the possibility for some of them to be transmitted through asynchronous, text-based online human interactions. To explore the presence, type, and potential impact of electronic nonverbal cues (eNVC), I conducted this research using the Exploratory Sequential Mixed-Method Design. Phase 1 constituted the preliminary, qualitative stage of this research, during which participants completed an online questionnaire to identify what actions, if any, could speak louder than words in discussion-based courses. Thematic analysis of the questionnaire answers revealed the potential existence and influence of several eNVC categories. Phase 2 constituted the quantitative stage, and served to validate Phase 1 findings through the data collection and analysis of two versions of an online survey: one for professors and another for learners. The collated research findings confirmed that eNVC exist and communicate messages beyond those sent and received through printed words in the asynchronous, online learning environment. According to study participants, these types of electronic cues contributed to the social and teaching presences, and therefore carried the potential to influence students’ levels of engagement and motivation.
format	article
author	Rima Al Tawil
author_facet	Rima Al Tawil
author_sort	Rima Al Tawil
title	Nonverbal Communication in Text-Based, Asynchronous Online Education
title_short	Nonverbal Communication in Text-Based, Asynchronous Online Education
title_full	Nonverbal Communication in Text-Based, Asynchronous Online Education
title_fullStr	Nonverbal Communication in Text-Based, Asynchronous Online Education
title_full_unstemmed	Nonverbal Communication in Text-Based, Asynchronous Online Education
title_sort	nonverbal communication in text-based, asynchronous online education
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/9bc8dc4105e043eca8450152644263dc
work_keys_str_mv	AT rimaaltawil nonverbalcommunicationintextbasedasynchronousonlineeducation
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Nonverbal Communication in Text-Based, Asynchronous Online Education

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