Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Student Perception Of Social Presence In An Asynchronous Online Doctoral Program PDF full book. Access full book title Student Perception Of Social Presence In An Asynchronous Online Doctoral Program.
| Author | : Robert E. McGurty |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : Doctor of philosophy degree |
| ISBN | : |
| Author | : Daniel Lee |
| Publisher | : |
| Total Pages | : 21 |
| Release | : 2017 |
| Genre | : |
| ISBN | : |
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 | : Cheryl Joyner |
| Publisher | : LAP Lambert Academic Publishing |
| Total Pages | : 120 |
| Release | : 2011-12 |
| Genre | : Distance education |
| ISBN | : 9783847303909 |
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 | : Aimee L. Whiteside |
| Publisher | : Taylor & Francis |
| Total Pages | : 276 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1000981169 |
Published in Association with 2020 AECT Division of Distance Learning Book AwardSocial presence continues to emerge as a key factor for successful online and blended learning experiences. It is commonly described as the degree to which online participants feel connected to one another. Understanding social presence—with its critical connections to community-building, retention, and learning outcomes—allows faculty and instructional designers to better support and engage students. This volume, Social Presence in Online Learning, addresses the evolution of social presence with three distinct perspectives, outlines the relevant research, and focuses on practical strategies that can immediately impact the teaching and learning experience. These strategies include creating connections to build community, applying content to authentic situations, integrating a careful mix of tools and media, leveraging reflective and interactive opportunities, providing early and continuous feedback, designing with assessment in mind, and encouraging change in small increments. Because student satisfaction and motivation plays a key role in retention rates and because increased social presence often leads to enriched learning experiences, it is advantageous to mindfully integrate social presence into learning environments.Social Presence in Online Learning brings together eminent scholars in the field to distinguish among three different perspectives of social presence and to address how these viewpoints immediately inform practice. This important volume: • Provides an overview of the evolution of social presence, key findings from social presence research, and practical strategies that can improve the online and blended learning experience• Differentiates three distinct perspectives on social presence and explains the ideas and models that inform these perspectives• Explores specific ways in which social presence relates to course satisfaction, retention, and outcomes• Offers practical implications and ready-to-use techniques that are applicable to multiple disciplines• Introduces current research on social presence by prominent researchers in the field with direct inferences to the practice of online and blended learning • Looks at future directions for social presenceSocial Presence in Online Learning is appropriate for practitioners, researchers and academics involved in any level of online learning program design, course design, instruction, support, and leadership as well as for graduate students studying educational technology, technology-enhanced learning, and online and blended learning. It brings together multiple perspectives on social presence from the most influential scholars in the field to help shape the future of online and blended learning.
| Author | : Patrick R. Lowenthal |
| Publisher | : Routledge |
| Total Pages | : 182 |
| Release | : 2020-06-09 |
| Genre | : Education |
| ISBN | : 1000021750 |
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 | : Beth L. Hewett |
| Publisher | : Parlor Press LLC |
| Total Pages | : 350 |
| Release | : 2015-04-15 |
| Genre | : Education |
| ISBN | : 1602356688 |
Foundational Practices in Online Writing Instruction addresses administrators’ and instructors’ questions for developing online writing programs and courses. Written by experts in the field, this book uniquely attends to issues of inclusive and accessible online writing instruction in technology-enhanced settings, as well as teaching with mobile technologies and multimodal compositions.
| Author | : Samantha J. Mencini |
| Publisher | : |
| Total Pages | : 51 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
With continued surges in enrollment in the various online health science programs, especially nursing programs, there is a great need for additional research to be conducted regarding how students perceive their professors social presence in an online learning environment through the use of Computer-Mediated Communications - CMCs. The objectives of this descriptive phenomenological qualitative study were to: 1) illustrate how students perceive their professors0́9 social presence as used in various types of CMCs; 2) identify emotions which the students have experienced in response to their professor0́9s CMCs; 3) unveil common themes regarding student perception of their professors0́9 social presence; and 4) identify ways for professors to increase their social presence in the online learning environment per the recommendations of the students. Garrison, Anderson and Archer0́9s (2000) definition of social presence was provided to participants so they would understand the context of this term throughout the interview process. Colaizzi0́9s (1978) method for phenomenological analysis was used to extract and analyze data. This study yielded four main themes, which include: responsiveness and interactions; caring and supportiveness; emotions and feelings; and connectedness and cohesiveness. Each of these four themes is interrelated and would allow for professors to increase their social presence when utilizing one or more of those modalities. Although this study0́9s findings were consistent with previous studies on social presence in the online learning environment, more research is needed to determine which CMCs are most meaningful to students in promoting professor social presence.Keywords: descriptive phenomenology; social presence; professor; Computer-Mediated Communications (CMCs); online health science courses; nursing; interaction
| Author | : D. Randy Garrison |
| Publisher | : Routledge |
| Total Pages | : 188 |
| Release | : 2003-08-29 |
| Genre | : Education |
| ISBN | : 1134574525 |
There is currently a technological revolution taking place in higher education. The growth of e-learning is being described as explosive, unprecedented, and above all, disruptive. This timely and comprehensive book provides a coherent framework for understanding e-learning in higher education. The authors draw on their extensive research in the area to explore the technological, pedagogical and organisational implications of e-learning, and more importantly, they provide practical models for educators to use to realise the full potential of e-learning. A unique feature of the book is that the authors focus less on the ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective. This book will be invaluable for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions. It will also appeal to anyone with an interest in the impact of e-learning on higher education and society.
| Author | : Marmon, Michael |
| Publisher | : IGI Global |
| Total Pages | : 341 |
| Release | : 2018-03-16 |
| Genre | : Education |
| ISBN | : 1522532307 |
The use of media to create and maintain a public presence has become a ubiquitous aspect of daily life. Such interactions should be used to enhance other aspects of life that have become heavily technology-driven, such as education. Enhancing Social Presence in Online Learning Environments is a critical scholarly publication that explores the different perspectives of public latency and the creation of electronic educational formats that mimic the experience of traditional classrooms. Featuring a wide range of coverage on topics that include active learning, teacher authority, and computer-mediated communication, this publication is geared toward educators, professionals, school administrators, researchers, and practitioners in the field of education.
| Author | : Tim Fawns |
| Publisher | : Springer Nature |
| Total Pages | : 284 |
| Release | : 2021-12-17 |
| Genre | : Education |
| ISBN | : 3030776735 |
This edited volume builds upon the premise that online learning is not separate from the social and material world, and is made up of embodied, socially-meaningful experiences. It is founded on a “postdigital” perspective in which, much more than interactions with keyboards, computer screens, hardware or software, the learning that happens on online postgraduate programmes spills out into professional and informal settings, making connections with what comes before and after any formally-scheduled tasks. Unlike other books relating to online education, this book combines a theoretical perspective, in which the digital, physical and social are all interconnected within complex educational ecologies, with a focus grounded in postgraduate practice. This focus has important implications for the kinds of students and learning that are explored in the chapters of the book. This book provides an important contribution to the knowledge of what is required to produce quality, online postgraduate programmes at the level of teachers, curriculum designers, faculty developers and policy-makers.
