A closer look on social presence as a causing factor in computer-mediated collaboration

Weinel, Miriam; Bannert, Maria; Zumbach, Jörg; Hoppe, H. Ulrich; Malzahn, Nils

doi:10.1016/j.chb.2010.09.020

Cited by 61 publications

(28 citation statements)

References 12 publications

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“…In addition, this investigation may further reinforce the previous scholars' assertions that learners' perceived level of social presence could be affected by the characteristics of the tools they used (Horzum, 2015), and the usage of online interactive tools can positively increase social presence (Weinel et al, 2009). This might be explained by the fact that students can get instant feedback, trace the editing, and interact with their group members through using synchronized communication tools when working collaboratively on a cross-disciplinary project.…”

Section: Discussionsupporting

confidence: 71%

Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context

Hsu

Shiue

2017

EURASIA J MATH SCI T

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This study aims to explore the relationships among three presences, namely cognitive presence, social presence and teaching presence in a Community of Inquiry (CoI) framework in the context of interdisciplinary project-based learning (IPBL) through the collaborative technology Google Applications. The survey data was collected from 138 students with mixed subject specialism participated in a cultural creativity project. All participants were randomly assigned into one of two groups. The control group used online discussion boards, while the treatment group used the Google Applications as a collaborative technology to support the project learning. The results of the study showed that the students' cognitive presence was positively influenced by the teaching and social presence, which supported the theoretical CoI framework. Moreover, in an IPBL context with the support of the Google Applications, social presence had more predictive power in explaining students' cognitive presence than the support provided by the online discussion boards.

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Section: Discussionsupporting

confidence: 71%

Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context

Hsu

Shiue

2017

EURASIA J MATH SCI T

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“…Teaching presence is interpreted as an effective instructional leader in learning processes (Akyol & Garrison, 2011) towards constructivist orientation, while cognitive presence can be considered as "participants in any particular configuration of a community of inquiry [being] able to construct meaning through sustained communication" (Garrison et al, 2000, p. 89). Although teaching and cognitive presence play equal roles in shaping the educational experience, a positive sign of social presence influencing perceptions of learning tasks, cooperation and media was evidenced in an experimental study (Weinel, Bannert, Zumbach, Hoppe, & Malzahn, 2011). However, regarding the attainment of the intended learning outcomes, the effects of social presence in terms of interactions argue against its contribution to meaningful learning in the notion of CoI (Garrison & Cleveland-Innes, 2005).…”

Section: Introductionmentioning

confidence: 92%

Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?

Szeto

Cheng

2014

Interactive Learning Environments

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A synchronous blend of online learning and "face-to-face" teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were explored for enhancing learning. A qualitative approach was adopted using the case study method to examine the instructor and students' pedagogic interactions in the social presence of a blended synchronous learning environment. This paper reports an exploration of the blended learning with an online group of students at a remote site attending a computer-aided engineering drawing course synchronously with a face-to-face group taught by an instructor in a laboratory. The process of interaction was visually and verbally mediated by videoconference as if in an online face-to-face learning community. The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged. Emotional adaptation and practice is needed for the students and the instructor in such a complex environment. Based on the interaction patterns, a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design. Implications for further study are also discussed. IntroductionAs multi-learning sites are increasingly being set up in different locations, campus-based universities are exploring online teaching and learning with the aim of transforming education opportunities beyond conventional "face-to-face" teaching (Szeto, 2011). These institutions are searching for different instructional approaches to cater for diverse student learning needs, attract more non-campus-based students and internationalise their institutional profiles in the advent of technology. A synchronous blend of online learning and face-to-face teaching modes is one of the ubiquitous approaches gaining currency in higher education. This is termed as the blended synchronous learning mode (Hastie,

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“…• Instructors should project a high level of teaching presence. Garrison et al 1999a, Tu and McIsaac 2002, Shea et al 2006, Bangert 2008, Whipp and Lorentz 2009, Jahng et al 2010, Shea et al 2010, Weinel et al 2011, Wei et al 2012. Bangert (2008 demonstrated that students in the social presence combined with teaching presence group outperformed those in the social presence group and those in the group without social presence and teaching presence.…”

Section: Guideline 2 (Who)mentioning

confidence: 99%

“…Social presence is an important construct for online learning. In an online class, a higher degree of social presence enhances learning interaction, fosters the development of critical thinking skills, improves learning performance, and leads to greater learning satisfaction with a course (Garrison, Cleveland-Innes, & Fung, 2010;Gunawardena & Zittle, 1997;Wei et al, 2012;Weinel, Bannert, Zumbach, Hoppe, & Malzahn, 2011). Consequently, social presence should be created and maintained in an online learning community.…”

Section: Factors Affecting the Development Of A Learning Communitymentioning

confidence: 99%

Guidelines for facilitating the development of learning communities in online courses

Yuan

Kim

2014

Computer Assisted Learning

181

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Online learning has grown exponentially in recent years; however, dropout problem remains challenging for some online programmes. The dropout problem can be attributed to a number of reasons, with a lack of interaction between learners and the instructor constituting one of the main reasons. The lack of interaction also leads to learners' feeling of isolation. Learning communities can provide learners with an environment conducive to increased interactions and alleviate their feeling of isolation. Unfortunately, there are no clear rules that instructors can follow to help learners create learning communities. In this paper, we propose guidelines for online instructors to facilitate the development of learning communities in online courses. We first review the definition of a learning community, importance of a learning community and factors affecting the development of a learning community. Afterwards, based on a review of the existing guidelines and other relevant literature, we propose guidelines for facilitating the development of learning communities in online courses.

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A closer look on social presence as a causing factor in computer-mediated collaboration

Cited by 61 publications

References 12 publications

Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context

Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context

Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?

Guidelines for facilitating the development of learning communities in online courses

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