At a time of increased social usage of net and collaborative applications, a robust and detailed theory of social presence could contribute to our understanding of social behavior in mediated environments, allow researchers to predict and measure differences among media interfaces, and guide the design of new social environments and interfaces. A broader theory of social presence can guide more valid and reliable measures. The article reviews, classifies, and critiques existing theories and measures of social presence. A set of criteria and scope conditions is proposed to help remedy limitations in past theories and measures and to provide a contribution to a more robust theory and measure of social presence.

Toward a more robust theory and measure of social presence: review and suggested criteria

E-Moderators are \"the new generation of teachers and trainers who work with learners online\" (p. viii) using Computer-Mediated Conferencing (CMC) as a learning tool, regardless of the subject they are teaching. They are the focus of E-Moderating, a recent book which provides both a theoretical framework for developing online learning using CMC (part one), and a wealth of practical advice (part two). The book is supported by a Web site. The author, Gilly Salmon, a distance education specialist with the Open University Business School in the UK, provides a five-step model of effective online education, along with copious examples of how the model relates to real-life online learning contexts. Salmon proposes that, by basing learning on a constructivist model, it is e-moderators that can make the difference in online education as they convene, direct, summarize, and archive synchronous and asynchronous discussions.

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E-Moderating: The Key to Teaching and Learning Online

New information and communication technologies (ICTs) provide educators and learners with an innovative learning environment to stimulate and enhance the teaching and learning process In this context, novel educational concepts such as blended learning are being developed In the present paper, we present the results obtained from a blended learning experience carried out at the University of Granada A total of 17 groups took part, with 1431 students registered for the 2009-2010 academic year In this study, we use objective outcomes and the students' perceptions regarding the blended learning activities performed The study shows that the use of blended learning has a positive effect in reducing dropout rates and in improving exam marks Moreover, the students' perceptions on blended learning are interrelated, with their final marks depending on the blended learning activities, and on the students' age, background and class attendance rate

Blended learning in higher education: Students' perceptions and their relation to outcomes

Facebook (FB) is currently considered as the most popular platform for online social networking among university students. The purpose of this study is to investigate if university students consider FB as a useful and meaningful learning environment that could support, enhance and/or strengthen their learning of the English language. A survey was carried out with 300 undergraduate students at Universiti Sains Malaysia (USM), Penang. It was found that the students believed FB could be utilized as an online environment to facilitate the learning of English. Nevertheless, teachers or language instructors have to integrate FB as an educational project with pre-determined learning objectives and outcomes for the learning experience to be meaningful. It is suggested that future research should focus on the meaningfulness of FB to students' language learning experiences.

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Facebook: An online environment for learning of English in institutions of higher education?

This chapter summarizes two decades of research on computer-supported collaborative learning (CSCL). We first review the key idea that has emerged, namely the fact that collaboration among peers can be “designed”, that is, directly or indirectly shaped by the CSCL environment. Second, we stress the fact that affective and motivational aspects that influence collaborative learning have been neglected by experimental CSCL researchers. Finally, we point out the emergence of a new trend or new challenge: integration of CSCL activities into larger pedagogical scenarios that include multiple activities and must be orchestrated in real time by the teacher.

The Evolution of Research on Computer-Supported Collaborative Learning

During June 2000, practitioners and researchers from the United States, the United Kingdom, and other European countries participated in a workshop on competences for online teaching. The workshop was held in Bowness-on-Windermere in the United Kingdom and was cosponsored by the International Board of Standards for Training, Performance and Instruction (ibstpi), the Centre for Studies in Advanced Learning Technology (CSALT), Lancaster University, and the Joint Information Systems Committee of the UK universities funding councils. As a member of ibstpi, I wanted to document the workshop so that the issues discussed there could be shared with the wider Educational

Competences for Online Teaching: A Special Report

Networked Learning: Perspectives and Issues looks at what networked learning has to offer and how best we can ensure that its take-up maintains or improves the quality of learning in higher education. It looks at the key issues which will be of interest to anyone using, or thinking of using, this important technology including practitioners, policy-makers and managers in higher education, learning technologists, and support and library staff. It will also be invaluable to anyone researching or studying in relevant areas.

Networked Learning: Perspectives and Issues

This paper reports findings from a study of undergraduates’ expectations about, and experiences of, networked learning using computer-mediated conferencing (CMC). The data come from questionnaires administered at the start and end of four different courses, and their interpretation is informed by a set of interviews with students and teachers involved in these and other networked learning courses. Students’ views were generally positive at the start and at the end of each course, though they became more moderate over time. The structure of students’ reported feelings remained relatively stable over time. There was no evidence to suggest that male or younger students had more positive feelings about networked learning. The thoroughness with which CMC is integrated into a networked learning course appears as a significant factor in explaining differences in students’ feelings about the worth and value of their experience. As might be expected, a well-integrated course was associated with more positive experiences.

Networked Learning in Higher Education: Students' Expectations and Experiences

Where are we going with e-leaming, online learning, networked learning? In the chapters of this book you will have found references to and discussion of networked learning, e-learning, online learning, and computer-mediated communications amongst others. While we do not propose to spend time in this concluding chapter interpreting each of these terms again (since we would argue our fellow authors have already clarified their terminology anyway), instead what we do want to do here is acknowledge that there is an abundance of such terms. This profusion of closely associated terms can be confusing to the reader trying to find their way around this area of learning technology. One of the currently most used but confusing and troublesome terms we feel is e-learning. Confusing, because this term is being used in very loose ways that we feel will be unhelpful for improving the scientific rigour of this field of research and practice. Troublesome, because it is sadly often found to be representative of a highly impoverished form of learning support.

Beyond E-learning: a future for networked learning

Computer networks are still a recent phenomena and research into the uses of such networks for communication and group work is less than 30 years old. In the 1970s the Institute of the Future began to explore issues that remain relevant today and they also began to explore methods of research that continue to have their place in networked learning research (Vallee et al., 1974; 1974a; 1975). The continuity of research cannot blind us to the rapid changes and sudden shifts in the field. In particular the emergence and growth of the Web in the 19905 has had a prof ound impact, making networks the center and focus of developments in the way in whichcomputers themselves had provided a focus previously. As this book was being written anotherwave of technological innovation was developing but we cannot yet know the degree to which the promise of this new technology will be realized (Chabot, 1999). Mobile and ubiquitous computing might be the next big thing with fixed networks builton wires and cables being replaced by cellular radio networks that allow for ‘always on’ broadband communication. Networked learning is a term that describes the new focus for attention, the network, but it does so in suitably ambiguous terms, as the focus of networked learning is both learning and the network.

Christine Steeples

Papers

Competences for Online Teaching: A Special Report

Networked Learning: Perspectives and Issues

Networked Learning in Higher Education: Students' Expectations and Experiences

Beyond E-learning: a future for networked learning

Perspectives and issues in networked learning