Perceptions Of Social Presence Among Public University Graduate Students Enrolled In Synchronous And Asynchronous Coursework PDF Download
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| Author | : Daniel Lee |
| Publisher | : |
| Total Pages | : 21 |
| Release | : 2017 |
| Genre | : |
| ISBN | : |
Download Perceptions of Social Presence Among Public University Graduate Students Enrolled in Synchronous and Asynchronous Coursework Book in PDF, ePub and Kindle
Students are accessing graduate study online in ever-increasing numbers with interactive experiences differing from those who traditionally enroll in corresponding face-to-face (F2F) classes. Soft skills such as collaboration/teamwork, communication and presentation are important to learning but difficult to practice outside the F2F environment. Robotic telepresence units (robots) might benefit distance learners by enriching their online experience, making it more similar to corresponding F2F classes. This study examines students' sense of social presence in courses that are accessed fully online, attended via robots or face-to-face. These experiences are compared through the lens of Social Presence Theory (Garrison, Anderson and Archer, 2000). Of the 227 enrollments in 30 educational leadership courses offered during the summer and fall semesters of 2016, a sample consisting of 66 students was selected to measure graduate students' perceptions of social presence. A one-way ANOVA yielded no significant differences between groups with regard to overall social presence and when social presence's effect was subsequently compared using eta-squared, only a small effect was found. When asked specifically, however, students using robots report an increased sense of class membership; a heightened appreciation for peers' humor, and a greater ability to form distinct impressions of fellow classmates. These preliminary results give reason to continue pursuit of this line of inquiry as subsequent findings could yield important implications for distance education programs. The Perceptions of Social Presence Survey is appended.
| Author | : Brandie Colleen Wempe |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : |
| ISBN | : |
Download An Exploration of Graduate Students' Perceived Social Presence and Media Richness of a Synchronous Videoconferencing Learning Environment Book in PDF, ePub and Kindle
Although online course enrollments have increased over the past two decades (Berry, 2017), low retention rates persist (Muilenburg & Berge, 2005; Ng, 2019) due to students feeling isolated and a lack of social connection with their instructor and classmates (Baxter, 2012; Lowenthal, 2009; Pinsk et al., 2014). High dropout rates have been reported (Muilenburg & Berge, 2005; Ng, 2019; Shelton et al., 2017), with a lack of social presence being a barrier to students engaging in and completing online courses. In April 2020, approximately 43% of the world population was in lockdown due to COVID-19 (Marinoni et al., 2020). Lockdown and social distancing measures immediately affected higher education, which required instructors to switch from teaching face-to-face to an online hybrid style that incorporated synchronous videoconferencing into the course delivery (Skulmowski & Rey, 2020). The communication theories of social presence and media richness were applied to better understand the relationship between the communication medium (videoconferencing) and the interactions within the mediated environments (e.g., Zoom). Looking through the lens of social constructivism, this correlational cross-sectional study explored graduate students' perceived social presence and media richness of a synchronous videoconferencing learning environment by investigating how strongly and in what direction social presence, social space, sociability, and media richness were related. The Pearson correlation analysis indicated a strong, positive correlation between Social Presence and Social Space (Positive Group Behavior); Social Presence and Sociability; Social Presence and Media Richness; Social Space (Positive Group Behavior) and Sociability; Social Space (Positive Group Behavior) and Media Richness; and Sociability and Media Richness. A moderate, negative correlation was indicated between Social Space (Negative Group Behavior) and Social Presence; Social Space (Negative Group Behavior) and Sociability; and Social Space (Negative Group Behavior) and Media Richness.
| Author | : Sheri Lyn Conklin |
| Publisher | : |
| Total Pages | : 173 |
| Release | : 2017 |
| Genre | : Blended learning |
| ISBN | : |
Download Students Perceptions of Interactions in a Blended Synchronous Learning Environment Book in PDF, ePub and Kindle
"Social presence has been analyzed in online asynchronous environments within higher education. The current study was designed to garner insight into students' perceptions of social presence within the Blended Synchronous Learning Environment (BSLE). This environment is unique since it includes both the face-to-face classroom and an online synchronous classroom in one environment. The research described in the current paper was a case study designed to examine the experiences of graduate students in two blended synchronous classes. Specifically, the research examined students' perceptions of interactions within the BSLE. Analysis included an examination of how students described interactions with their peers, the instructor, designed interactions and social presence. Participants were students taking classes in the BSLE. Observations, interviews, and an open-ended survey were used to collect data. Findings indicated that students preferred to interact with the instructor during whole class discussion but stated that social presence was an important aspect to their learning. Students also described a process of forming social bonds with their peers in terms of designed interactions, activities designed by the instructor to promote collaboration. The web camera was described by the students as a means for beginning to form relationships through the ability of being able to physically identify their colleagues. Further, students were able to form relationships with their peers through designed interactions such as case studies and ill-structured problems. Based on the results of this study, suggestions for instructors and designer/course developers regarding the design and implementation of class activities are provided. Future research can build on the findings to investigate how students form relationships through intentionally designed activities that promote collaboration. Additionally, more research is needed to validate instructional strategies specific to the BSLE."--Boise State University ScholarWorks.
| Author | : Kimberly Holiday Udeh |
| Publisher | : |
| Total Pages | : 256 |
| Release | : 2019 |
| Genre | : Academic achievement |
| ISBN | : |
Download Exploring Graduate Students' Perceptions of Using Social Media in Education Coursework Book in PDF, ePub and Kindle
This study examined social media in graduate coursework and provides insight into how faculty and higher education administrators can strategically incorporate social media into graduate school coursework. Moreover, this study bridges an existing literature gap regarding graduate students' perceptions of social media use and its impact on their learning. Several research studies have linked the use of social media with improved academic performance; however, the role of social media as a pedagogical tool to support learning through academic engagement and collaboration in graduate education coursework needs further exploration. Millennials and post-millennials (ages 18-42) quickly embrace and adopt new technology, and most are either in graduate school or will be in the future. Higher education can use such tools, including social media, to connect more academically with their students, who are frequently on these platforms. Conducted over a one-month period, this cross-sectional study empirically examined the perceptions, attitudes, and experiences that graduate students hold about the pedagogical use of social media to support learning, academic engagement, and academic performance. An online quantitative survey collected data on 1,212 students enrolled in graduate courses in one university's School of Education. The survey results confirmed that social media was a useful pedagogical tool in graduate coursework to support academic performance and collaboration among students. While results partially supported that using social media in graduate coursework improved collaboration among students, it did not fully support improved collaboration between students and their professors. This study included a single discipline at a single institution; future research would benefit from a more robust study that included multiple disciplines or multiple institutions. Keywords: graduate education coursework; social media; pedagogical tool; academic performance; learning
| Author | : James Patrick Williams |
| Publisher | : |
| Total Pages | : 570 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
Download Social Presence, Interaction, and Participation in Asynchronous Creative Writing Workshops Book in PDF, ePub and Kindle
Trends in user-generated content on the Web are shifting the role of online course materials, student work, and communications channels in instructional settings. Evidence of users' interaction with content has been brought into the foreground through interface elements which reflect and encourage interaction, including comments, ratings, tags, "likes", view statistics, and others. This research considers such features "interaction traces" and explores their use and interpretation by student learners. This research investigates the use and perception of these features by students within a particular type of asynchronous learning environment, the creative writing workshop. Within the two courses studied, a poetry course and a fiction course, two forms of interaction traces were presented: peer criticism posted as comments on creative work and visible view counts for all comments posted in the course. Informed by the Community of Inquiry framework and using a case study methodology, this dissertation investigates whether interaction traces affect perceptions of social presence among students and how students respond to this evidence of the interaction and critique. Data were collected from course discussion transcripts, course management system usage statistics, and participant responses to six surveys. Discussion thread transcripts were subjected to content analysis for indicators of social presence. Additionally, the researcher performed individual interviews with the instructor and a subset of students. Analysis of participants' social presence, interaction with others, and participation in the class revealed evidence that peer criticism was mediated by social presence, that students engaged in a variety of individual relationships based on perceptions developed through interaction traces, and that participant reading and writing activities affected how they perceived the course and their peers. Social presence in comments served not only to humanize participants and to resolve conflict but led to confusion and frustration in some cases. The instructor's high level of social presence in the courses influenced participants and provided a model for some participants' approaches to coursework. Based on the themes which emerged from the case reports, this dissertation suggests some implications for online course planning and course management system design with regard to interaction traces.
| Author | : Sorel Reisman |
| Publisher | : IAP |
| Total Pages | : 586 |
| Release | : 2003-04-01 |
| Genre | : Education |
| ISBN | : 1607525585 |
Download Electronic Learning Communities Issues and Practices Book in PDF, ePub and Kindle
This book focuses on electronic learning communities created through the development and use of the Internet for instruction and training. The chapters focus on philosophies, background, reviews, technologies, systems, tools, services, strategies, development, implementation, research, and guidelines for implementers, and each illustrates the chapter theme with a detailed example of best practices.
| Author | : Cheryl Joyner |
| Publisher | : LAP Lambert Academic Publishing |
| Total Pages | : 120 |
| Release | : 2011-12 |
| Genre | : Distance education |
| ISBN | : 9783847303909 |
Download Doctoral Students' Social Presence in the Online Classroom Book in PDF, ePub and Kindle
Leaders in higher education increasingly face a number of challenges. One of the challenges is the high attrition rate of doctoral students enrolled in online programs, many of whom cite the lack of social presence as the reason for dropping out. The qualitative phenomenological study explored the perceptions and lived experiences of online doctoral students to determine how social presence develops. The present research revealed four emerging themes that describe the development of social presence in the asynchronous online learning environment. The emerging themes were writing skill, content and requirements, building relationships, and interaction. The themes offered information to leaders in education and business that may assist in developing online education programs, and virtual work teams.
| Author | : Torie L. Jackson |
| Publisher | : |
| Total Pages | : 217 |
| Release | : 2014 |
| Genre | : Community college education |
| ISBN | : 9781321729597 |
Download The Relationship Between Student Perceptions of Satisfaction of Social, Teaching, and Cognitive Presence with Asynchronous Communication Tools for Online Learning in a Region V Community College Book in PDF, ePub and Kindle
| Author | : Marlo Barnett-Allen |
| Publisher | : |
| Total Pages | : 174 |
| Release | : 2017 |
| Genre | : Educational technology |
| ISBN | : 9781369885996 |
Download Social Presence in an Online Cohort Book in PDF, ePub and Kindle
Social presence in online learning has become significant in discussion in higher education. The current study was designed to reveal more fully the student perception of social presence within an online cohort. The research described in the current paper was a phenomenological study designed to examine the experiences of seven students who had graduated with master's degrees from an online cohort program. Specifically, the research examined students' perception of social presence through the lens of the Community Inquiry model, along with social cognitive theory, to determine the factors that might influence the levels of social presence in an online cohort. Analysis included an examination of whether or not students' perceptions of social presence changed throughout students' matriculation through the cohort program. Participants were recruited and interviewed for the study. Findings indicate a variety of factors that influenced students' perceptions of social presence in an online cohort. Some influences are cohort design, the formation and maintenance of relationships, and self-motivation. Future research can build on the findings to determine the impact of family dynamics or educational groups on social presence in an online learning environment. In addition, professors should strongly advocate that students rotate in groups instead of matriculating with the same group in a cohort program. Additionally, more research is needed to understand the relationship of social presence in online learning to the two new elements of the Community of Inquiry model: learning presence and emotional presence.
| Author | : Robert E. McGurty |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : Doctor of philosophy degree |
| ISBN | : |
Download Student Perception of Social Presence in an Asynchronous Online Doctoral Program Book in PDF, ePub and Kindle
