Different Types Of Presence Research Articles

Enhancing learning effectiveness in livestream teaching: Investigating the impact of teaching, social, and cognitive presences through a community of inquiry lens

<abstract> <p>Presence can promote online learners' learning effectiveness in higher education, but in livestream teaching, the influential relationship between different types of presence and learning effectiveness is unclear. Therefore, based on the Community of Inquiry (CoI) Framework, we used structural equation, hierarchical regression, and the Bootstrap self-serving method to conduct a survey on college students participating in livestream teaching practice. The research findings revealed that livestream teaching substantially impacts learning effectiveness, with teaching presence, social presence, and cognitive presence all playing crucial roles. Notably, teaching presence has a significant positive influence on learning effectiveness through two key mediating factors: Social presence and cognitive presence. Consequently, three distinct mediating paths are identified. Among these three mediating paths, the most optimal route for teaching presence to enhance learning effectiveness is mediating cognitive presence. In conclusion, we recommend improving the livestream teaching environment, guiding learners toward active participation to promote a sense of embodiment, and elaborately designing livestream learning activities to improve interactivity. Finally, this paper offers evidence and insights for the improvement of livestream teaching in colleges, which will enhance learners' overall learning effectiveness.</p> </abstract>

Feelings of presence and perceived social support in social virtual reality platforms

Social virtual reality (social VR) platforms are gaining popularity among users. Previous qualitative research suggests that feelings of presence can make these platforms an attractive environment to obtain social support from others. Building on these exploratory insights, we carried out a quantitative study to illuminate how different types of presence in social VR platforms facilitate social support. The results of a large survey conducted among users (N = 1231) show that feelings of social presence and self-presence are predictors of perceived social support and that this perception of social support is positively associated with users' subjective well-being. Perceived social support is greater for women than for men, and it differs across platforms, although with small effect sizes. These results underline the role of presence in the perception of computer-mediated social support, suggesting that the affordances of social VR make it a particularly well-suited medium for facilitating beneficial interactions among users.

Adapting voice-centred relational method to understand students’ experiences of synchronous online tuition

ABSTRACT This article presents the methodological approach taken to investigate students’ experiences of synchronous online tuition in health and social care at a large, distance learning university in the UK. Seeing the students as the ‘privileged knowers’ on the topic of their tutorial experiences, this study took an experience-centred narrative approach and used voice-centred relational method to analyse the data. This paper will explain and then discuss the two ways in which voice-centred relational method was adapted for the purposes of this research: firstly, the particular approach taken to the construction of the I poems in the second stage of the analysis and secondly, the addition of an extra listening, adding a deductive lens to seek out evidence of the different types of presence from the Community of Inquiry framework within the students’ narratives. These adaptations provided additional insights into students’ experiences and made aspects of these experiences more visible to educators.

Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom

Previous research suggested that bring your own device (BYOD) initiatives can potentially promote student engagement in learning and lead to improvements in learning achievement. However, there has been limited studies looking at how to design and implement BYOD to realise its full potential, especially in blended classroom settings. The present study was designed to fill this gap by adapting the community of inquiry (CoI) framework to support and analyse the implementation of BYOD for blended English as Foreign Language (EFL) learning in a Hong Kong university. Findings from lesson videos, course assessments, focus group interviews and student reflection are reported and discussed. This study can contribute to understanding how BYOD could benefit student learning through affording different types of presence in the CoI framework. It can also provide insights into possible ways of using BYOD to promote meaningful learning in the blended classroom.

Fostering Learners’ Perceived Presence and High-Level Learning Outcomes in Online Learning Environments

This study investigated the effects of using a teaching model enriched with presence on learners’ perceived presence and high-level learning outcomes in online learning environments. The study was conducted in an Iranian state university with 52 higher education students majoring in electronic IT management who were randomly divided into experimental or control group conditions. The research tools included a rubric to measure learner’s perceived presence and the researcher-made survey to measure learner’s high-level learning outcomes. The results showed that the frequency of the produced semantic units in different types of presence (cognitive, social, and teaching presence) was significantly higher for students in the experimental condition than those in the control group condition. In addition, students in the experimental condition showed more progression in the posttest in terms of their high-level learning outcomes as compared to the students in the control group condition.

Postures de la marche dans la rue Athinas : à la rencontre de la vie piétonne au centre historique d’Athènes

Over the last three decades the centre of Athens has been the site of numerous pedestrianisation projects, transforming the image and function of Athenian public space within a four square kilometre zone around Acropolis Hill. Local authorities largely promote pedestrianisation as a means of boosting the cultural tourist profile of the Greek capital. Surrounded by streets that are replete with tourist and commercial activities, Athinas Street has been the focus of discussions on future pedestrianisation since 2009. In the context of a growing debate on the need of radical gestures in order to stimulate life in public space, the paper aims to stimulate discussion about the forms and triggers of animation of street life that do not depend on traditional planning or event management. By means of close observation of walkers’ itineraries, the study seeks to reveal the ways in which street life flourishes within a blend of pedestrians’ different types of presence in public associated with the permeable boundaries between private and public space usage. The author, who takes an urban planning and ethnographic perspective, aims to contribute to the current growing debate in Europe on the transformation of public space through the promotion of environments that promote walking. The article suggests that the enlivening of public space thrives in Athinas Street thanks to a heterogeneous walkscape characterised by a diversity of practices, trajectories and profiles of walkers, all of whom contribute to enlivening the place and creating a local identity.

Rethinking presence: a grounded theory of nurses and teleconsultation.

To develop a theory that offered an evidence-based insight into the use of teleconsultation by nurses. Teleconsultation is the use of video to facilitate real-time, remote interaction between healthcare practitioners and patients. Although its popularity is growing, there is little understanding of how teleconsultation impacts on the role of nurses. The study adopted a constructivist grounded theory method, supplemented by the use of Straussian analytical approaches. Using selective and theoretical approaches, registered nurses with experience of using video in health care were sampled. Data were collected using semi-structured interviews exploring experiences, knowledge and feelings surrounding teleconsultation. Interviews were recorded, transcribed and subjected to three-stage, nonlinear manual analysis (open, axial and selective coding). Theoretical saturation occurred after 17 interviews. The core category identified from the data was 'nursing presence' Four subcategories of nursing presence were identified: operational, clinical, therapeutic and social. The degree to which presence could be achieved was dependent upon three influencing factors - enablers, constraints and compensation. Nurses provide different types of presence during teleconsultation, with the degree of presence dependent on specific characteristics of video-mediated communication. Where the use of video constrains the delivery of presence, nurses use a range of compensatory mechanisms to enhance patient care. Teleconsultation provides an innovative approach to enhancing the delivery of health care. This study provides nurses with insight into the impact of teleconsultation on their professional role, and an understanding of how best to use video-mediated communication to support patient care.

A Quantitative Measure of Telepresence

This paper presents the foundation for a theory of presence that seeks to answer important questions about telepresence and virtual presence. The theory, which develops the definition of telepresence to include virtual presence as a special case, permits the precise definition of various types and degrees of telepresence. General categories of telepresence are defined, using different types of presence that are proposed in the paper. Three types of specifications are used to make the definitions more precise: (1) a set of tasks, (2) a transformation imposed on the human operator's control output and sensory input, and (3) a transformation of the region of presence. The proposed quantitative measure of telepresence involves both objective and subjective measures. The degree of (objective) telepresence is equal to the probability of successfully completing a specified task. The degree of subjective telepresence is equal to the probability that a human operator perceives that he or she is physically present in a given remote environment. The measure of subjective telepresence involves a psychophysical test and is analyzed using signal detection theory. Real-world complications are addressed and a practical example of a subjective telepresence test is described.