In most e-learning scenarios the effective and efficient communication between teachers and students as well as among students is essential for the learning progress of the students. Support for mutual online presence information and spontaneous online communication has the potential to facilitate that. However, such support also entails challenges when too many disruptions occur and hinder the...

This paper describes the UWaterloo affect prediction system developed for EmoInt2017. We delve into our feature selection approach for affect intensity, affect presence, sentiment intensity and sentiment presence lexica alongside pretrained word embeddings, which are utilized to extract emotion intensity signals from tweets in an ensemble learning approach. The system employs emotion specific m...

In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they engage in an online coaching discourse to form a relationship of inquiry. Within these r...

This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey‟s progressive understanding of education. The CoI framework is a process model of online learning which views the online educational experience as arising from the interaction of three presences – social presence, cognitive presence, and teaching presence. Each...

This paper discusses course design factors affecting the success of asynchronous online learning with a specific focus on the social development of learning communities through online discussion. It reports on an empirical investigation of correlations between 22 course design factors and student perceptions of satisfaction, learning, and interaction with instructors and classmates using data c...

This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information, and social navigation as the five factors that de...

During emergencies, affected people use social media platforms for interaction and collaboration. Social media is used to ask for help, provide moral support, and to help each other, without direct face-to-face interactions. From a social presence point of view, we analyzed Twitter messages to understand how people cooperate and collaborate with each other during heavy rains and subsequent floo...

This study explores the positive learning effect of formulating English sentences via Social Network Service (SNS; Kakao-Talk) on less proficient L2 university students’ (LPSs’) writing, when the application is utilized as a tool to link in and out-of class activities in a multimodal-learning environment. Its objective is also to promote LPSs’ participation in writing activities as well as to r...