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|Title:||Blended Learning Experiences in a Multimodal Setting: The Impact of Communication Channels and Learners' CMC Expertise on Perceived Social Presence and Motivation|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Mannsfeld, M., Wichmann, A., Krämer, N., & Rummel, N. (2013). Blended Learning Experiences in a Multimodal Setting: The Impact of Communication Channels and Learners' CMC Expertise on Perceived Social Presence and Motivation. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 89-92). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||Virtual learning environments are increasingly used to support online and blended learning settings. Yet, little is known about how different synchronous communication modalities influence students' perceptions of social presence in learning settings. Existing laboratory research indicates that social presence is negatively affected when communication cues are reduced to text. Using a within-subject design, we investigated whether differences in communication modality (1. chat, 2. audio, and 3. audio-video) affect social presence and motivation in a blended learning seminar. Results show in contrast to laboratory findings that communication modality did not directly affect students' perceptions of social presence. Instead, expertise in computer-mediated communication (CMC) appeared as important moderating variable that facilitated the perception of social presence as well as motivation in the chat modality more strongly than in audio or audio-video. Current results provide new insights and practical implications for online learning settings that use synchronous CMC.|
|Appears in Collections:||CSCL 2013|
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