The Impact Of Social Presence Cues On Postsecondary Student Achievement Online PDF Download
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| Author | : Michael Roy Berger |
| Publisher | : |
| Total Pages | : 153 |
| Release | : 2013 |
| Genre | : Distance education |
| ISBN | : |
Download The Impact of Social Presence Cues on Postsecondary Student Achievement Online Book in PDF, ePub and Kindle
The growth in online education has led to the need for specific strategies that online instructors can use to assist students with the unique challenges of the modality. While many teaching theories can work online, adaptations need to be made to address issues with retention, persistence, and the immediacy that can arise in computer-mediated communication. Social presence is a strategy that faculty and students can employ to effectively interact in an asynchronous online discussion environment. Students that experience high social presence in a classroom do not feel that the computer-mediated communication is a barrier to their interaction with others, particularly their faculty members. The driving research question for this study was: Is there a difference in final grade, satisfaction, persistence, and retention based on whether faculty demonstrate high levels of social presence cues versus those that demonstrate low levels of social presence cues in online classrooms. This study added to the research on the impact that social presence has on student satisfaction with online faculty, student retention in the online course, student final grade in the online course, and student persistence through to the next online course by examining online classes at a for-profit postsecondary institution that serves primarily non-traditional adult students. Faculty who demonstrated high social presence scores had significantly higher student satisfaction ratings than faculty who had low social presence scores. In addition, faculty who demonstrated a moderate to high amount of social presence had significantly higher student persistence than faculty who had low social presence scores.
| Author | : Taylor & Francis Group |
| Publisher | : Routledge |
| Total Pages | : 134 |
| Release | : 2021-03-31 |
| Genre | : |
| ISBN | : 9780367727314 |
Download Social Presence and Identity in Online Learning Book in PDF, ePub and Kindle
This book is an investigation into the role which social presence and identity play in online learning environments. Scholars across disciplines have grappled with the questions of what it means for a person to be and to interact online. In the context of online learning, these questions reflect specific concerns related to how well people can learn in a setting limited to mediated interactions and lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to social presence and identity, both of which are complex, multi-faceted, and closely interrelated constructs. The chapters in this book consider how online learning has developed and changed over time in terms of technology, pedagogy, and familiarity. Collectively these chapters show the diverse ways that educational researchers have explored social presence and identity. They also highlight some of the nuanced concerns online educators might have in these areas. This book was originally published as a special issue of Distance Education.
| Author | : Aimee L. Whiteside |
| Publisher | : Routledge |
| Total Pages | : 0 |
| Release | : 2017 |
| Genre | : Web-based instruction |
| ISBN | : 9781620365083 |
Download Social Presence in Online Learning Book in PDF, ePub and Kindle
Described as the degree to which online participants feel connected to one another, social presence is a key factor for successful online and blended learning experiences. This book presents key findings from the research on social presence, with its critical connections to community-building, retention, and learning outcomes, and provides practical strategies to enable faculty and instructional designers to better support and engage students in online and blended learning sources. -- from back cover.
| Author | : Martha Lowe-Madkins |
| Publisher | : |
| Total Pages | : 193 |
| Release | : 2016 |
| Genre | : College students |
| ISBN | : 9781369139761 |
Download The Influence of Building Social Presence and Sense of Community in Online Learning Book in PDF, ePub and Kindle
Online learning has become one of the primary formats for course delivery in higher education. As online learning continues to evolve, more research is needed on social presence's contribution to student satisfaction and retention. The purpose of this study was to determine if the element of social presence in online learning has an impact on student satisfaction and retention. The research was also used to support and frame further research on measuring social presence, its relationship with learner satisfaction, and ways to create a more comfortable learning environment and retain learners in online courses. The quantitative and qualitative methods in this study on social presence included collecting data from students and faculty at a consortium of community colleges in Chicago. A survey was deployed to students enrolled in online courses. The survey included questions about students' comfort level with online courses, including online discussions and other technology. The data from the survey were analyzed using descriptive statistics. The qualitative data were collected during an interview with online faculty members. The interview data were coded, and categories were created using key words from the responses. The data collected from the student survey and the faculty interview helped determine the correlation between social presence and student satisfaction in online learning. The findings indicated that students, for the most part, were satisfied with their online learning experience. Most of the students responded favorably when asked about their comfort level with online discussions, collaboration with other students, and the technology. In the interview, the faculty members noted that although online discussion was one form of connectivity, it was not enough to keep the students engaged. Faculty members recommended that, in addition to online discussions, the inclusion of online groups and synchronous sessions could increase social presence. The data from both the student survey and the faculty interview helped provide recommendations for enhancing the online learning experience.
| Author | : Catheryn Reardon |
| Publisher | : |
| Total Pages | : 128 |
| Release | : 2022 |
| Genre | : Education |
| ISBN | : 9781793632821 |
Download Instructor Social Presence Book in PDF, ePub and Kindle
The social presence of the instructor plays a critical role in online student engagement and persistence in higher education. In Instructor Social Presence, strategies for online instructors are provided and innovative technologies are explored as the author challenges where the future of online education is headed.
| Author | : Meranda Lychelle Esters |
| Publisher | : |
| Total Pages | : 107 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
Download Factors that Impact Successful Student Achievement in Post-secondary Online Courses Book in PDF, ePub and Kindle
The purpose of this study was to determine if there was a significant differences in students based of education demographics and what factors contributed to the successful completion of online courses for postsecondary education students. Specifically, this study sought to determine if there was a significant difference between certain educational demographics (gender, race, classification, course, and professor) and grade; a significant relationship between specific online course features (availability of chat, videos, discussion boards, and video conferences) and grade; a significant relationship between certain student behaviors (location of access, time to complete assignments, interaction with content, frequency of access, interaction with instructor, and interaction with students) and grade; and students’ perception and grades. A Kruskal-Wallis analysis was conducted to analyze differences within and between groups by educational demographics. Spearman Rho’s Correlations were computed to examine if a significant relationship existed between the aforementioned independent variables and the dependent variable of students’ grades. After the data were collected and analyzed, the findings showed that there were no statistically significant differences among students who completed online courses. There was no statistically significant relationships between the independent variables and students’ grades.
| 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 | : Bradley E. Van Alstyne |
| Publisher | : |
| Total Pages | : 127 |
| Release | : 2018 |
| Genre | : Computer-assisted instruction |
| ISBN | : 9780438352391 |
Download Determining and Implementing Social Presence in College Level Online Courses Using Student Input Book in PDF, ePub and Kindle
"As online education continues to grow as a method to deliver education at the college and university level, research on online education has shifted from studying the technology and its ability to deliver course content to trying to better understand what encourages a positive online experience for instructors and students. he marked difference between a virtual classroom as opposed to a physical one has shifted technology-focused research to research that inquires about the vitality of the social environment in virtual venues. It is conceived that social presence is what makes the virtual experience feel real and sustains student’s attention and engagement and thus informs students’ satisfaction with a course. This inquiry argues that this shift of focus to social presence should play a role in the development of online courses and most importantly that students and instructors should play a role in determining what types of processes might be implemented to lead to social presence. In other words, whereas educators more often than not, take for granted the virtues of the physical classroom, they arguably must be conscious of designing the virtual environment to encourage social presence, the feeling of really being there with others." -- abstract.
| Author | : Lewis K. E. Chongwony |
| Publisher | : |
| Total Pages | : |
| Release | : 2008 |
| Genre | : Distance education |
| ISBN | : |
Download An Investigation of Social Presence in Postsecondary Learners Enrolled in Online Learning Environment Book in PDF, ePub and Kindle
| Author | : Anne M. Harrigan |
| Publisher | : |
| Total Pages | : 131 |
| Release | : 2010 |
| Genre | : Adult college students |
| ISBN | : 9781124177717 |
Download Social Presence and Interactivity in Online Courses Book in PDF, ePub and Kindle
This study explored social presence and interactivity in an online undergraduate program designed for adult students. Although social presence and interactivity have been shown to be important contributors to student satisfaction, and therefore essential to student recruitment and retention in online programs, the ultimate goal for the examination and implementation of emerging educational practices is to enhance student learning. This study examined social presence and interactivity in relationship to student performance, measured as graded online discussion participation and written project grades. Inferential statistical analysis was used in comparing means and performing correlations to determine relationships among the variables. Additionally, in-depth descriptive analyses of social presence and interactivity as defined for this study, led to conclusions that add to the conversation about the significance of discussion and writing in online educational environments and in higher education more generally. This research highlights a need for further research on social presence and interactivity in online learning. In this study, social presence, represented as a score on a Computer-Mediated Communications Questionnaire, had no significant relationship to student performance. Interactivity, defined as participation in online discussion, had a significant positive relationship to performance on written project assignments. A closer look at the variables and how they were measured revealed that emphasis should be on incorporating discussion activity into online learning environments as a way to help students engage in their learning and perform better on written assignments that are designed by instructors as a way for students to demonstrate their learned knowledge. Furthermore, the complex relationship between social presence and interactivity merits further investigation as educators continue to endorse the benefits of social presence in online learning. Online educators and instructional designers would benefit from additional research results that clarify what we mean by social presence and interactivity and their benefits in the online learning environment. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
