This
chapter
uses
(Goffman
in
The
Presentation
of
Self
Everyday
Life,
Penguin,
1990)
[1959])
concepts
impression
management,
front
stage
and
backstage,
to
explore
some
the
challenges
presented
when
teaching
learning
online.
In
particular,
considers
issues
performance,
collapsing
backstage
working
online
from
home.
Reflecting
on
my
own
experiences
during
pandemic
drawing
qualitative
comments
undergraduate
students
gathered
national
lockdown,
students'
reluctance
turn
their
cameras
on,
how
staff
looked
manage
impressions
space.
concludes
by
considering
role
audience
perceptions
play
concerning
visibility
an
individual's
willingness
be
seen,
it
questions
whether
unfamiliarity
with
each
other
important
element
decision
keep
off.
Schools
are
pivotal
stakeholders
in
increasing
the
amount
of
student
physical
activity,
an
attribution
especially
relevant
while
COVID-19
pandemic
is
not
overcome.
This
article
evaluates
how
use
physically
active
academic
lessons
impacted
mathematics
learning
and
activity
during
transition
to
face-to-face
classes.
The
objective
was
also
analyze
students,
parents,
teachers’
perceptions
this
experience.
Therefore,
for
at
least
6
weeks
mid-2021,
290
Chilean
elementary
school
students
from
different
schools,
together
with
their
11
teachers,
learned
practiced
a
choreography
on
geometry
routine.
Both
quantitative
qualitative
instruments
were
used
evaluate
results
pre-
post-test
showed
that
increased
scores
significantly
(
Z
=
13.116,
p
<
.001)
by
average
24.28
percentage
points
increase
7.33
if
attended
Moreover,
focus
groups
revealed
positive
perception
experience
activity.
Overall,
study
suggests
incorporating
positively
affect
both
performance
students’
levels
Frontiers in Psychology,
Год журнала:
2024,
Номер
15
Опубликована: Сен. 19, 2024
The
popularity
of
remote
working
in
recent
years
has
led
to
a
rise
the
use
videoconferencing
tools.
However,
these
communication
tools
have
also
given
phenomenon
known
as
videoconference
fatigue
(VF).
Using
limited
capacity
model
motivated
mediated
message
processing
and
impression
management
theory
theoretical
framework,
this
study
explores
how
different
types
content
virtual
backgrounds
influence
people’s
VF
well-being.
A
survey
610
users
revealed
significant
variations
type
used
during
videoconferences.
Our
findings
highlight
three
main
points:
first,
there
is
relationship
between
VF;
second,
pairwise
comparisons
showed
that
background
significantly
influences
amount
experienced
by
users;
third,
impacts
level
users.
These
results
suggest
careful
selection
can
mitigate
improve
user
Theoretical
practical
implications
are
discussed.
Journal of Computer Assisted Learning,
Год журнала:
2024,
Номер
40(6), С. 3454 - 3473
Опубликована: Окт. 6, 2024
Abstract
Background
Online
synchronous
learning
in
higher
education
frequently
struggles
to
overcome
the
social
presence
gap,
resulting
dissatisfaction
and
poor
outcomes.
Objectives
This
study
examined
effectiveness
of
desktop‐based
virtual
reality
(VR)
platforms
compared
video
conferencing
(VC)
enhancing
students'
gains
experiences
online
learning.
Methods
The
used
a
within‐subject
design,
involving
34
college
students
two
lecture
modules,
one
via
VR
platform
another
through
VC
platform.
Knowledge
assessments
occurred
pre‐
post‐modules
after
1
week.
Students
also
completed
post‐module
questionnaires
evaluate
their
experience,
terms
presence,
easiness
use
perceived
emotions.
In‐depth
interviews
provided
further
insights
into
with
both
platforms.
Results
showed
that
using
for
enhanced
immediate
knowledge,
especially
less
interested
content,
yet
it
did
not
notably
impact
long‐term
knowledge
retention.
Despite
no
significant
findings
from
questionnaires,
indicated
VR's
heightened
interactivity
might
be
offset
by
effect
seeing
others'
real
appearances
promoting
presence.
Furthermore,
was
found
easier
use,
attributed
its
familiarity
user‐friendliness.
Finally,
experienced
increased
fun,
awe
interest,
along
reduced
boredom,
when
Conclusion
highlight
potential
enrich
while
underscoring
need
effective
strategies
facilitating
smooth
integration
educational
settings.
Proceedings of the Association for Information Science and Technology,
Год журнала:
2023,
Номер
60(1), С. 635 - 640
Опубликована: Окт. 1, 2023
ABSTRACT
The
Covid‐19
pandemic
has
led
to
the
widespread
use
of
videoconference
(VC)
technologies,
particularly
in
education
and
this
trend
is
projected
continue.
Prolonged
VC
usage
can
lead
“videoconference
fatigue”
(VCF).
While
research
on
factors
contributing
VCF
been
conducted
among
university
students,
there
limited
younger
students
(especially
teenagers).
To
fill
gap,
study
adopts
an
affordance‐based
approach
identify
affordances
(resources
constraints)
teenagers.
Specifically,
objectives
are
examine
if
(a)
(visibility,
information,
availability),
(b)
demographic
profiles
(age
gender)
have
effects
A
large‐scale
survey
was
responses
from
491
teenagers
were
analyzed
using
Hierarchical
Regression
Analysis.
Results
indicate
that
three
identified
contribute
In
addition,
teenage
girls
older
more
prone
VCF.
Electronic workshops in computing,
Год журнала:
2023,
Номер
unknown
Опубликована: Янв. 1, 2023
The
coronavirus
pandemic
led
to
major
changes
in
higher
education
around
the
world.
Higher
institutions
(HEIs)
moved
completely
online
learning
and
a
range
of
new
technologies
including
videoconferencing
chat
tools.
Research
has
shown
that
users
have
privacy
security
concerns
about
such
tools,
but
little
is
known
attitudes
HEI
teachers
these
issues.
An
survey
37
UK
explored
their
teaching
during
pandemic.
Participants'
had
reasonable
awareness
institutional
policies
were
engaged
relevant
training
initiatives.
Ratings
concern
across
issues
generally
low,
however,
four
situations
specifically
rated
with
moderate
levels
concern.
These
involved
unauthorized
use
or
sharing
materials
others,
students
not
turning
on
webcams,
making
recordings,
accidentally
wrong
window
containing
private
information.
Going
forward,
it
important
ensuring
appropriate
measures
are
place
protect
both
learners
teaching.
Die Unterrichtspraxis/Teaching German,
Год журнала:
2023,
Номер
56(1), С. 17 - 20
Опубликована: Март 1, 2023
This
Forum
contribution
reflects
on
the
new
experience
of
lack
human
contact
and
interaction
in
a
common
space
physical
closeness,
how
this
has
affected
language
learning-and-teaching.
Language
instruction
as
social
event
(Fahim
&
Haghani,
2012,
p.
693)
humanistic
endeavor
here
now,
which
requires
students
to
be
present
interactive
classroom,
been
my
teaching
philosophy,
I
followed
ever
since
was
trained
applying
Natural
Approach
(Krashen
Terrell,
1988)
early
1990s
at
UCLA.
It
is
method
learning
aims
classroom
fostering
acquisition
through
meaningful
input,
and,
consequently,
output.
To
achieve
aim,
presence
must
low
affective
filter
supports
acquisition,
enabling
fear-free
environment
exchange
key.
The
time
mainly
dedicated
input
activities
(listening,
including
being
read
to)
(speaking),
whereas
outside
reading
writing.
Classroom
are
affective-humanistic
(such
dialogs,
interviews,
preference
ranking,
personal
charts
tables,
revealing
information
about
yourself)
using
imagination
body,
total
response
(TPR)
1988,
109),
developed
by
Asher
(1969).
In
TPR
asked
move
according
instructions
teacher.
They
can
act
out
movements,
mental
or
emotional
states,
everyday
become
pantomimes
acting
entire
stories
with
their
bodies.
Of
course,
might
more
difficult
online
instruction,
but
student
does
not
always
have
front
computer.
just
use
room
follow
think
blended-learning
making
readily
available
"roughly
tuned
input"
33)
second
(L2)
from
many
resources.
However,
"finely
(p.
still
needs
generated
instructor
face-to-face
well
group
most
time.
That
why
all
presented
centered
around
finely
help
repetition
(high-frequency
input),
recycling
words,
range
(a
great
variety
different
contexts),
name
some
techniques
(Caspari,
2019).
concept
"the
degree
person
perceived
'real'
mediated
communication"
an
essential
indicator
success
(Cobb,
2009,
241).
suggested
target
relationship,
community
building,
awareness
one's
own
(physical)
self.
At
start
pandemic,
we
were
told
that
institutions
higher
education
(as
schools)
Germany
would
closed,
teachers
expected
begin
delivering
almost
immediately.
proved
stressful
for
me,
particularly
did
know
quite
while
what
platform
used
it
could
do
fostered.
started
thinking
aspects
physicality
transferred
teaching.
Even
though
"crisis-prompted"
(Gacs
et
al.,
2020,
380),
these
ideas
methods
right.
began
reevaluate
beneficial,
exciting,
students.
Although
seemed
depend
presence,
realized
they
much
suited
traditional
observations
also
made
Yamada
(2009)
Cobb
(2009).
chose
specific
level,
age
learner,
delivery
tool.
What
done
synchronous
setting.
Gacs
al.
(2020,
386)
pointed
"key
make
sure
keep
personally
relevant
communicative,"
something
aim.
fall
into
two
categories:
(sense
self
interacting
others)
involving
actual
body
thus,
creating
sense
individual
experiences
then
follow-up
exercises
pair
work.
Many
aim
once
require
breakout
groups.
simultaneously
need
react
giving
sign,
example,
handclapping
yes
no.
any
class
conferencing
tool,
possible
few
work
task;
other
quiet
observers
listeners
given
tasks,
like
taking
notes,
studying
behavior
active
participants,
reflecting
adequacy
used,
commenting
practicality
developed,
so
on.
Everybody
involved,
tasks
created
based
those
activities.
part
event,
respective
rooms
home—with
virtual
background
protect
privacy.
Students
should
encouraged
leave
camera
better
(Castelli
Sarvary,
2021;
Petchamé
2022).
Fantasy
trips
107–108)
allow
rich
comprehensible
useful
big
authentic
adapted
instructional
needs.
These
kind
internal
focus
inner
attention
capable
"striking
deep"
(Stevick,
1973).
A
trip
forest
serve
example:
described
detail.
audience
decisions
imagination,
such
look
(ideas
narrator),
overcome
obstacle
ground
(again,
when
encountering
hikers,
getting
pond,
hut,
high-frequency
(great
frequent
vocabulary
storytelling
allows
teacher
during
story
listening
phases
2020).
Storytelling,
depending
genre
chosen,
levels
Mason
(2013)
offered
extensive
collection
material
languages
levels.
Stories
starting
point
where
production
output
(speaking
writing)
emphasized.
Awareness
effective
resemble
fantasy
trips.
refer
world
touch
react.
center
Stevens
(1971)
vast
very
popular
increase
deepen
through,
sounds,
smelling,
feeling
parts,
heart,
sensing
tension,
pain,
nature
elements
rain,
wind,
heat,
cold.
Ideally,
who
concentrates
unaware
process
receiving
input.
activities,
extension
introduced
Krashen
Terrell
(1988,
107).
importance
lies
interest
each
other's
108).
Certain
easily
teaching,
strong
students,
event.
Comprehensible
directly
worked
with.
am
aware
there
ways
features
programs
(Hampel
Stickler,
2015),
enable
online-only
formats.
Finally,
lockdown
ended
eventually,
again,
now
called
Präsenzunterricht
(face-to-face
teaching).
After
going
complete
isolation,
people
appeared
deeply
appreciate
together
again.
German
university
across
subjects—mostly
satisfied
exclusive
instruction—had
missed
feedback,
daily
structure,
fellow
(see
Kearney,
My
first
day
astounding
me.
had
never
met
me
before,
came
sat
down
close
board.
30
min
if
create
WhatsApp
stay
class.
Each
day,
lunch
after
class,
them.
For
than
years
perfect
attendance
throughout
intensive
course.
By
initiative,
solved
problems
proactively
reaching
classmates—instead
instructor.
prepared
exam
encouragement.
Before
lockdown,
mostly
(almost)
isolation
affect
us.
appreciation
return
"normal"
striking.
People
cherish
real-life
encounters,
"ganz
entspannt
im
Hier
und
Jetzt"
(relaxed
now)
will
continue
foster
even
supported
give
learners
worlds.
happens
online—and
face-to-face—when
participants
"visible,
present,
authentic"
388)
established.
solid
basis
successful
fact,
interaction.
Open
access
funding
enabled
organized
Projekt
DEAL.
Martina
Caspari
(PhD,
UCLA)
received
MA
Arizona
State
University
(1989)
Westfälische
Wilhelms-Universität,
Münster,
(1992).
She
held
position
Assistant
Professor
Georgia
1996,
moved
back
1999
get
married
Berlin,
taught
international
schools.
adjunct
lecturer
Applied
Sciences
Esslingen
2005
publishes
fields
literature
culture,
didactics
literature,
foreign
acquisition.
lifetime
member
AATG.
With
the
demand
for
online
socializing
growing,
rich-cue
media
become
a
daily
occurrence
to
enhance
social
presence
but
also
lead
fatigue,
anonymity
deprivation
and
other
negative
effects.
The
purpose
was
determine
impacts
of
cues
on
different
dimensions
computer-mediated
communication
(CMC)
between
strangers.
Multiple
explanations
CMC
cues,
including
cue-filtered-out/in
less-is-more
perspective
were
reviewed.
On
this
basis,
virtual
meeting
experiment
with
three
conditions
(audio
vs.
avatar
video)
conveys
levels
(no
appearance
cue
+
no
facial
expression
cue,
fictional
few
real
rich
cues),
conducted
using
multi-measurements
(EDA,
EGC,
conversation
utterance,
self-report
scales).
results
showed
that
had
nonlinear
effects
psychological
comfort
frequency
self-disclosure.
embodied
conveying
medium
level
created
most
psychologically
comfortable
situation,
lowest
self-disclosure
compared
audio
real-person
video.
Our
findings
indicated
it
not
golden
rule
simulate
transmission
face-to-face
communication,
instead
moderate
could
provide
better
experience
considering
senders
effect
exposure.
This
chapter
uses
(Goffman
in
The
Presentation
of
Self
Everyday
Life,
Penguin,
1990)
[1959])
concepts
impression
management,
front
stage
and
backstage,
to
explore
some
the
challenges
presented
when
teaching
learning
online.
In
particular,
considers
issues
performance,
collapsing
backstage
working
online
from
home.
Reflecting
on
my
own
experiences
during
pandemic
drawing
qualitative
comments
undergraduate
students
gathered
national
lockdown,
students'
reluctance
turn
their
cameras
on,
how
staff
looked
manage
impressions
space.
concludes
by
considering
role
audience
perceptions
play
concerning
visibility
an
individual's
willingness
be
seen,
it
questions
whether
unfamiliarity
with
each
other
important
element
decision
keep
off.
