Examining social presence in online courses in relation to students' perceived learning and satisfaction
19 Mar 2019-Vol. 7, Iss: 1, pp 1-86
TL;DR: The authors explored the role of social presence in online learning environments and its relationship to students' perceptions of learning and satisfaction with the instructor, and found that students with high overall perceptions of the social presence also scored high in terms of perceived learning and perceived satisfaction with instructor.
Abstract: Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course [1]. Teacher immediacy behaviors and the presence of others are especially important issues for those involved in delivering online education. This study explored the role of social presence in online learning environments and its relationship to students’ perceptions of learning and satisfaction with the instructor. The participants for this study were students who completed Empire State College’s (ESC) online learning courses in the spring of 2000 and completed the end of semester course survey (n=97). A correlational design was utilized. This study found that students with high overall perceptions of social presence also scored high in terms of perceived learning and perceived satisfaction with the instructor. Students’ perceptions of social presence overall, moreover, contributed significantly to the predictor equation for students’ perceived learning overall. Gender accounted for some of the variability of students’ overall perception of social presence, while age and number of college credits earned did not account for any of the variability.
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01 Jan 2002
TL;DR: In this paper, the interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help.
Abstract: 1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.
2,171 citations
TL;DR: Wethenus the findings from the CoI framework's literature review are examined to identify potential pathways for research and the opportunities for identifyingfactor moderate and/ororextend the relationship between the framework's componentsandonline course outcomes.
Abstract: Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R., Anderson, T., & Archer, W.(2000). Critical inquiry in atext-based environment: Computer conferencing in highereducation.TheInternet andHigher Education, 2(2–3), 87–105.] community of inquiry (CoI) framework has generated substantial interest among online learning researchers.Thisliteraturereviewexaminesrecentresearchpertainingtotheoverallframeworkaswellastospecificstudiesonsocial, teaching,andcognitivepresence.Wethenusethefindingsfromthisliteraturetoidentifypotentialfuturedirectionsforresearch.Some oftheseresearchdirectionsincludetheneedformorequantitatively-oriented studies,theneedformorecross-disciplinarystudies,and theopportunitiesforidentifyingfactorsthatmoderateand/orextendtherelationshipbetween theframework'scomponentsandonline course outcomes. © 2007 Elsevier Inc. All rights reserved.
1,233 citations
TL;DR: The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction, and students who perceived high levels of collaborativeLearning tended to be more satisfied with their distance course than those who perceived low levels of collaboration.
Abstract: The purpose of this study was to examine the relationships of the students' perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of a comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion.
1,032 citations
Book•
28 Feb 2009
TL;DR: The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.
Abstract: Neither an academic tome nor a prescriptive 'how to' guide, "The Theory and Practice of Online Learning" is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education.Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0.The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.
953 citations
TL;DR: The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the Col as a framework for constructing effective online learning environments.
Abstract: This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (Col) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the Col as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors-one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the Col measures for researchers, designers, administrators, and instructors.
779 citations
References
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Book•
13 Mar 1986
TL;DR: This book discussesMeta-Theoretical Issues and Perspectives, a meta-theoreticalPrinciples of Representation, and its Applications, a Practical Guide to Bilingual Cognitive Representation.
Abstract: This work presents a systematic analysis of the psychological phenomena associated with the concept of mental representations--also referred to as cognitive or internal representations. A major restatement of a theory the author developed in his 1971 book, Imagery and Verbal Processes, it covers phenomena from the earlier period that remain relevant today but emphasizes cognitive problems and paradigms that have since emerged more fully. The author proposes that performance in memory and other cognitive tasks is mediated not only by linguistic processes but also by a distinct nonverbal imagery model of thought as well. He discusses the philosophy of science associated with the dual coding approach, emphasizing the advantages of empiricism in the study of cognitive phenomena and showing that the fundamentals of the theory have stood up well to the empirical challenges over the years. An important contribution to the understanding of form and function of human knowledge, this book will be of interest to students and researchers in cognitive psychology, cognitive science, linguistics, and philosophy.
3,987 citations
"Examining social presence in online..." refers background in this paper
...Finally, with the option of multiple representations of a concept embedded in an online course, students can store and retrieve information more effectively [13, 15]....
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Book•
01 Jan 1996
TL;DR: This chapter discusses the history and present situation of distance education in the United States, as well as some of the issues raised in the recent presidential election.
Abstract: 1. Basic Concepts. 2. The Historical Context. 3. The Scope of Distance Education. 4. Technologies and Media. 5. Course Design and Development. 6. Teaching and the Roles of the Instructor. 7. The Distance Education Student. 8. Management, Administration, and Policy. 9. The Theory and Scholarship of Distance Education. 10. Research and Studies of Effectiveness. 11. The Global Span of Distance Education. 12. Distance Education Is about Change. Appendix: Sources of Further Information / Glossary / References / Index.
2,378 citations
01 Jan 2002
TL;DR: In this paper, the interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help.
Abstract: 1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.
2,171 citations
"Examining social presence in online..." refers background or result in this paper
...As the literature presented in this study demonstrates, interaction among participants is critical in learning and cognitive development [31, 32]....
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...The literature also identifies interaction among students as critical in learning and cognitive development [31, 32]....
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...This finding, however, does correspond with the sociocognitive literature that states that learning is a social activity and that individuals learn more from their interactions with others than from reading materials alone [11, 30, 31, 32]....
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