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The Influence of Asynchronous Video Communication on Learner Social Presence: A Narrative Analysis of Four Cases
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Distance Education Volume 34, Number 1, ISSN 0158-7919

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. (Contains 1 table, 1 figure and 1 note.)

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. Retrieved May 24, 2019 from .

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