Show simple item record

dc.creatorBarrow, Time H.
dc.date.accessioned2018-06-04T19:46:55Z
dc.date.available2018-06-04T19:46:55Z
dc.date.created2012-08
dc.date.issued2012-08
dc.date.submittedAugust 2012
dc.identifier.urihttp://hdl.handle.net/2346/73888
dc.description.abstractAdvances in digital communication technologies greatly affect online education at the college level. One such example is the use of asynchronous video in the online classroom, which when used to create threaded, ongoing conversations between students and instructors, presents a unique communication method and educational tool. Unfortunately, most research on the use of asynchronous video as an educational tool has been on using it to refer students to consume and analyze recorded videos or to create project videos. Little research has been done on the use of asynchronous video as a communication tool, thus creating a lack of research on the use and impact of this communication method. In this dissertation, I address this research gap by exploring the application of the asynchronous online video conversation (AOVC) in the asynchronous online classroom (AOC) to determine its effect on the participant-perceived social presence level in this setting, since social presence can be seen to provide certain benefits in communication. Specifically, I examine the use of the AOVC over two semesters (Fall 2009 and Spring 2010) of General Principles of Multimedia Writing, a junior-level online writing course offered through Arizona State University’s Multimedia Writing and Technical Communication program. The result is an analysis of participant perspectives and a video content analysis to determine how participants feel about their use of this method and what sort of communication actually occurs. In the end, I argue that something significant is altered in the transfer from the F2F classroom to the AOC and that the AOVC can simulate some of the communication exchanges that occur in the F2F classroom, while not providing real-time feedback. Additionally, I contend that the AOVC provides benefits over F2F communication in its ability to be recorded, archived, and retrieved, which could be valuable in educational contexts.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.subjectMultimodality
dc.subjectCMC
dc.subjectOrality
dc.subjectAOVC
dc.subjectAOC
dc.subjectAsynchronous video
dc.subjectOnline education
dc.subjectSocial presence
dc.subjectMedia naturalness
dc.subjectVideo communication
dc.titleSocial presence in the asynchronous online classroom: The asynchronous online video conversation
dc.typeDissertation
dc.date.updated2018-06-04T19:46:55Z
dc.type.materialtext
thesis.degree.nameDoctor of Philosophy
thesis.degree.levelDoctoral
thesis.degree.disciplineTechnical Communication and Rhetoric
thesis.degree.grantorTexas Tech University
thesis.degree.departmentEnglish
dc.contributor.committeeMemberBaehr, Craig
dc.contributor.committeeMemberKemp, Fred
dc.contributor.committeeChairRice, Rich
dc.rights.availabilityPrevious embargo expired [2017-08].


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record