Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education

Distance education is expanding in all continents, and the use of video has dominated internet. Synchronous Video Communication (SVC) has not been an option thoroughly investigated and practitioners, who use and design synchronous learning scenarios, are in urgent need of guidance. Distant learners...

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Autores principales:	Chryssa Themeli, Anna Bougia
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	synchronous video communication (SVC) tele-proximity networked learning community of inquiry model honest signals embodied cognition Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b9a8f7c77f814bdb87b9ee9612e4aab0
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spelling	oai:doaj.org-article:b9a8f7c77f814bdb87b9ee9612e4aab02021-12-02T19:25:28ZTele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education10.19173/irrodl.v17i6.24531492-3831https://doaj.org/article/b9a8f7c77f814bdb87b9ee9612e4aab02016-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2453https://doaj.org/toc/1492-3831Distance education is expanding in all continents, and the use of video has dominated internet. Synchronous Video Communication (SVC) has not been an option thoroughly investigated and practitioners, who use and design synchronous learning scenarios, are in urgent need of guidance. Distant learners face many barriers, and as a result, they drop out more frequently than on-campus students. Educators seem to be equally affected by the “transactional distance” and the new digital literacies needed for facilitating online learning. This study explores the educators’ perspective on how SVC could offer alternative educational forms and possibilities for distance learning. Findings had indicated that the use of visual communication and human to human contact (prosopogonosia: seeing faces) could have a strong impact on learning and teaching, therefore, a theory called Tele-proximity was formulated. Tele-proximity is defined as online embodiment that explains how instructors and students are connected in synchronous networked environment via tele-operations. SVC creates a sense of place or a stage where online identities perform and highlights recent research on audio-visual signals in communication and team work (Pentland, 2012, 2008). The theory can be seen as an extension of the Community of Inquiry Model (Garrison, Anderson & Archer, 2000) and a theoretical framework according to which learning objectives could be designed. Transactional distance could be minimized and may be implemented to facilitate more synchronous, visual, and humane options in distance education. Chryssa ThemeliAnna BougiaAthabasca University Pressarticlesynchronous video communication (SVC)tele-proximitynetworked learningcommunity of inquiry modelhonest signalsembodied cognitionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 6 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	synchronous video communication (SVC) tele-proximity networked learning community of inquiry model honest signals embodied cognition Special aspects of education LC8-6691
spellingShingle	synchronous video communication (SVC) tele-proximity networked learning community of inquiry model honest signals embodied cognition Special aspects of education LC8-6691 Chryssa Themeli Anna Bougia Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education
description	Distance education is expanding in all continents, and the use of video has dominated internet. Synchronous Video Communication (SVC) has not been an option thoroughly investigated and practitioners, who use and design synchronous learning scenarios, are in urgent need of guidance. Distant learners face many barriers, and as a result, they drop out more frequently than on-campus students. Educators seem to be equally affected by the “transactional distance” and the new digital literacies needed for facilitating online learning. This study explores the educators’ perspective on how SVC could offer alternative educational forms and possibilities for distance learning. Findings had indicated that the use of visual communication and human to human contact (prosopogonosia: seeing faces) could have a strong impact on learning and teaching, therefore, a theory called Tele-proximity was formulated. Tele-proximity is defined as online embodiment that explains how instructors and students are connected in synchronous networked environment via tele-operations. SVC creates a sense of place or a stage where online identities perform and highlights recent research on audio-visual signals in communication and team work (Pentland, 2012, 2008). The theory can be seen as an extension of the Community of Inquiry Model (Garrison, Anderson & Archer, 2000) and a theoretical framework according to which learning objectives could be designed. Transactional distance could be minimized and may be implemented to facilitate more synchronous, visual, and humane options in distance education.
format	article
author	Chryssa Themeli Anna Bougia
author_facet	Chryssa Themeli Anna Bougia
author_sort	Chryssa Themeli
title	Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education
title_short	Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education
title_full	Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education
title_fullStr	Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education
title_full_unstemmed	Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education
title_sort	tele-proximity: tele-community of inquiry model. facial cues for social, cognitive, and teacher presence in distance education
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/b9a8f7c77f814bdb87b9ee9612e4aab0
work_keys_str_mv	AT chryssathemeli teleproximitytelecommunityofinquirymodelfacialcuesforsocialcognitiveandteacherpresenceindistanceeducation AT annabougia teleproximitytelecommunityofinquirymodelfacialcuesforsocialcognitiveandteacherpresenceindistanceeducation
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Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education

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