Charlotte Nirmalani Gunawardena

TL;DR: This paper examined how effective social presence is as a predictor of overall learner satisfaction in a text-based medium and found that social presence alone contributed about 60% of this variance, suggesting that it may be a very strong predictor of satisfaction.

TL;DR: A new model based on grounded theory building for analyzing the quality of CMC interactions and learning experiences is proposed and developed after proposing a new definition of “interaction” for the CMC context and after analyzing interactions that occurred in a Global Online Debate.

TL;DR: In this article, the authors examined whether social presence is largely an attribute of the communication medium or users' perception of the medium and concluded that the kind of interactions that take place between the participants, and the sense of community that is created during the conference, that will impact participants' perceptions of CMC as a social medium.

TL;DR: In this paper, a theoretical framework for building online communities of practice was proposed for collaborative knowledge creation utilizing Web 2.0 tools. But the framework was not applied to the problem domain.

TL;DR: Garrison et al. as discussed by the authors examined the relationship between peer interaction and learning outcomes by creating and testing through structural equation modeling a model of five variables (learner characteristics measured by self-construal, perceived teaching style, task design, course requirements, and prior CMC experience).