The Role of Nonverbal Communication in Asynchronous Talk Channels
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| Title: | The Role of Nonverbal Communication in Asynchronous Talk Channels |
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| Language: | English |
| Authors: | Koh, Josiah, Hulbert, Tara |
| Source: | Journal of Open, Flexible and Distance Learning. 2022 26(2):29-50. |
| Availability: | FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Nonverbal Communication, Asynchronous Communication, Electronic Learning, COVID-19, Pandemics, Distance Education, Digital Literacy, Computer Mediated Communication, Foreign Countries, College Students, Teacher Student Relationship, Social Behavior |
| Geographic Terms: | New Zealand |
| ISSN: | 1179-7665 1179-7673 |
| Abstract: | With the increased adoption of online learning (even greater as a result of the COVID-19 pandemic), online asynchronous discussions have become a mainstay of many online learning platforms. As teachers struggle to communicate and connect with students due to the forced transition online, we can better appreciate the differences between traditional nonverbal communication in a face-to-face environment and that of online nonverbal communication. Because digital literacy underpins the whole online learning experience, and because nonverbal communication (NVC) cues such as body language and paralanguage are not visible in asynchronous text-based online learning, this paper presents the relationship (if any) between electronic nonverbal communication (eNVC) and teaching/social presences and digital literacy, as well as its role in student motivation and engagement. A correlational study was conducted using surveys to gather data from 88 Level 5 Business Area students. The data was analysed using a Pearson's correlation analysis. The study has found that there is a correlation between eNVC and the social/teaching presence and digital literacy in the asynchronous online discussions, and that eNVC is related to teaching and social presences, but not to digital literacy. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1383717 |
| Database: | ERIC |
| Abstract: | With the increased adoption of online learning (even greater as a result of the COVID-19 pandemic), online asynchronous discussions have become a mainstay of many online learning platforms. As teachers struggle to communicate and connect with students due to the forced transition online, we can better appreciate the differences between traditional nonverbal communication in a face-to-face environment and that of online nonverbal communication. Because digital literacy underpins the whole online learning experience, and because nonverbal communication (NVC) cues such as body language and paralanguage are not visible in asynchronous text-based online learning, this paper presents the relationship (if any) between electronic nonverbal communication (eNVC) and teaching/social presences and digital literacy, as well as its role in student motivation and engagement. A correlational study was conducted using surveys to gather data from 88 Level 5 Business Area students. The data was analysed using a Pearson's correlation analysis. The study has found that there is a correlation between eNVC and the social/teaching presence and digital literacy in the asynchronous online discussions, and that eNVC is related to teaching and social presences, but not to digital literacy. |
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| ISSN: | 1179-7665 1179-7673 |
