Asynchronous video communication and feedback enhance social presence and helped sustain engagement and connections between socially isolated faculty and students during the COVID-19 shift online¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Asynchronous video and video-mediated feedback enhance social presence. → Regina Kaplan-Rakowski 2021 q2 i? Asynchronous video proved useful during the rapid COVID-19 transfer to online learning by increasing engagement and sustaining connections between socially isolated faculty and students. → Regina Kaplan-Rakowski 2021

Evidence¶

Regina Kaplan-Rakowski 2021¶

Regina Kaplan-Rakowski. (2021). Addressing students' emotional needs during the COVID-19 pandemic: a perspective on text versus video feedback in online environments. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09897-9

q2 · i? · theoretical · r2

The article attributes to Lowenthal et al. (2020) the report that "asynchronous video proved useful during the rapid transfer from face-to-face format to online learning" during COVID-19, increasing engagement and sustaining connections. Lowenthal et al. (2020) also promoted screencasting for feedback on projects involving visuals.

"As reported by Lowenthal et al. (2020), asynchronous video proved useful during the rapid transfer from face-to-face format to online learning as a result of the COVID-19 outbreak, by increasing engagement and sustaining connections between socially isolated faculty and students."

Discussion¶

Learner Variables¶

• Social Supports — outcome: instruction changes it

Related Claims¶

• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related
• A 2024 vendor white paper cites research that avatars provide social presence and that realistic avatars in intelligent tutoring systems can increase student-tutor engagement — related
• Human embodiment in video: perceived social presence benefits learning ratings, but instructor-face inclusion shows no significant learning-performance difference, and learners prefer human over robot presenters with mixed recall — a broader claim this one bears on
• Virtual-world-based teaching helped lecturers deliver courses more interactively than pure online video-based modes during the pandemic. — related
• Student engagement in online courses is associated with satisfaction, motivation, reduced isolation, and improved performance — a broader claim this one bears on
• A student-led small-group discussion assessment sustained online participation and produced denser peer interaction than a standard teacher-led discussion board — related