Gender Difference in Social Presence Experienced in e-Learning Activities

Thayalan, Xavier; Shanthi, Alice; Paridi, Tony

doi:10.1016/j.sbspro.2012.11.363

Cited by 15 publications

(13 citation statements)

References 7 publications

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“…However, other studies have found gender differences regarding the social presence levels (Richardson & Swan, 2003;Thayalan, Shanthi, & Paridia, 2012). In this study, the lack of gender differences can be explained by the instructor's egalitarian attitudes towards the students.…”

Section: Extended Abstractcontrasting

confidence: 44%

Üç-Boyutlu Çok-Kullanıcılı Sanal Ortamlarda Buradalığın İncelenmesi

Tüzün¹,

Sırakaya²,

Altintaş³

et al. 2016

HUJE

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ÖZ:Bu çalışmanın amacı öğrenme için yeni olanaklar sunan üç-boyutlu çok-kullanıcılı sanal ortamları kullanan katılımcıların bu ortamlara yönelik buradalık düzeylerinin incelenmesidir. Çalışmada ayrıca katılımcıların buradalık düzeylerinde cinsiyetlerine göre bir farklılık olup olmadığı da incelenmiştir. Ek olarak ortam üzerinden yapılan görüşmelerde araştırmacılar tarafından tutulan alan notları ve katılımcılar ile yapılan görüşmeler sonucu elde edilen nitel veriler ile katılımcıların buradalık algıları nitel açıdan incelenmiştir. Çalışmanın katılımcılarını 2010-2011 yılı Bahar döneminde İç Anadolu Bölgesindeki büyük bir devlet üniversitesinde, Eğitim Fakültesi BÖTE bölümünde Programlama Dilleri II dersine devam etmekte olan 24 öğrenci oluşturmaktadır. Çalışma kapsamında veri toplama aracı olarak Sosyal Buradalık Ölçeği ve Sanal Ortamda Buradalık Ölçeği kullanılmıştır. Nitel verilerin elde edilmesi için alan notları ve görüşmelerden yararlanılmıştır. Çalışmanın bulgularına göre katılımcıların buradalık düzeylerinin orta düzeyin üzerinde olduğu, buradalık düzeyinin cinsiyete göre farklılaşmadığı bulunmuştur. Ayrıca katılımcıların görüşleri doğrultusunda buradalığın oluşmasını sağlayan ortam özellikleri belirlenmiştir. Anahtar sözcükler: üç-boyutlu çok-kullanıcılı sanal ortamlar, buradalık, sosyal buradalık ABSTRACT:The aim of the present study was to analyze the presence levels of participants who use threedimensional multi-user virtual environments, which present new opportunities for learning. In addition, the participants' presence levels were compared in terms of gender. Participants' presence levels were examined qualitatively through online interviews, field notes, and interviews with the participants. The sample comprised 24 students, who attended Programming Languages II course in a Computer Education and Instructional Technology Department at a large state university in Central Anatolia Region of Turkey in 2011 Spring semester. Social Presence Scale and Virtual Environment Presence Questionnaire were used as data collection instruments. Field notes and interviews were used in order to obtain qualitative data. The results revealed that participants had a medium presence level and these levels did not differ in terms of gender. Also, the environmental factors leading to the formation of presence were identified in line with participants' opinions.

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Section: Extended Abstractcontrasting

confidence: 44%

Üç-Boyutlu Çok-Kullanıcılı Sanal Ortamlarda Buradalığın İncelenmesi

Tüzün¹,

Sırakaya²,

Altintaş³

et al. 2016

HUJE

View full text Add to dashboard Cite

show abstract

“…10 According to Thayalan et al, it was suggested that virtual communication has decreased the gender-influenced inequalities that often occur in the face-to-face communication. 9 Based on his study at UiTM Sabah, it showed that the perception of the students in e-learning is influenced by a gender difference where female students felt more sense of community compared to male students and thus causing differences in communicative styles during thee-learning activities. 9 Several of the male students claimed that they are more straightforward on stating their opinions and unaware with the presence of others in online environment, whereas most of the female students are more conscious with the presence of others and more friendly towards other students.…”

Section: Students and Teachers' Perceptions Towards E-learningmentioning

confidence: 99%

“…9 Based on his study at UiTM Sabah, it showed that the perception of the students in e-learning is influenced by a gender difference where female students felt more sense of community compared to male students and thus causing differences in communicative styles during thee-learning activities. 9 Several of the male students claimed that they are more straightforward on stating their opinions and unaware with the presence of others in online environment, whereas most of the female students are more conscious with the presence of others and more friendly towards other students. 30 The influence of gender on e-learning perception was also mentioned in a study by Tasir et al, where it showed that the female students appeared to be more skill ful and ready for using social networking tools compared to the male students.…”

Section: Students and Teachers' Perceptions Towards E-learningmentioning

confidence: 99%

“…31 Since e-learningpurely depends on the language as a cue for communication rather than physical appearance, the effect of gender difference in e-learning perception is not as prominent as in traditional learning. 9 Student perception on e-learning can be measured through their belief on the benefits of e-learning, relevance of the e-learning content, and e-learning functionality. 32 In terms of the benefits, it can be assessed through their thoughts on the knowledge gained, confidence, stimulant interest, and usefulness of online discussions.…”

Section: Students and Teachers' Perceptions Towards E-learningmentioning

confidence: 99%

“…Although a number of studies have been done in tertiary education related to e-learning, not many studies focus on specific departments such as health science department. 2,3,[9][10][11][12][13][14][15][16][17] By doing the microscopic study of e-learning in specific departments such as in pharmacy education, generalizing the findings from the study is not allowed as it is only the fraction of the interested population. However, by understanding the students' perception on e-learning in a small scale, earlier modification can be made by the lecturers and academic staff as to motivate and overcome any problems faced by the students.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Review of e-learning Practice at the Tertiary Education level in Malaysia

Azhari¹,

Ming²

2015

IJPER

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Introduction:The term e-learning can be described as the usage of electronic devices along with or without the help of internet to conduct a learning environment where it can be beneficial for the student. Nowadays e-learning is being integrated in the tertiary education to provide a better learning environment for the student. The review presents the current practice of e-learning at the tertiary education level in Malaysia. Methodology: A database search of PubMed, Science Direct, and Google scholar was conducted using terms such as e-learning, web-based learning, online learning, virtual learning, mobile learning. Results and Discussion: E-learning is not a new trend of teaching and learning method in the Malaysian education system and already been implemented in some of the universities in Malaysia. In this review, perception of lectures and students on e-learning interventionwere described to understand how well e-learning is being accepted in the education system.Besides that, we also mention the barriersand impact of e-learning implementation on students and the institution itself. Implementation of e-learning in health science andpharmacy education had received mixed responses. More studies on e-learning implementation especially on pharmacy education are needed. Conclusion: By understanding the current e-learning practice in Malaysia universities, it will enable continuous improvement on the e-learning programme so that it can be beneficial to all.

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Extending social presence theory: social presence divergence and interaction integration in online distance learning

2022

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Social presence is an important concept for understanding psychosocial processes in learning scenarios that make extensive use of mediated communication like online distance learning. Despite this centrality, a coherent and nuanced theory of social presence is yet to emerge from the literature. Past research has shown associations with desirable affective variables like satisfaction and perceived learning, yet our knowledge as to when and for whom these effects are expected is still very limited. By introducing two contextual explanatory variables, we provide the means toward a more mature theory of social presence. The first variable, social presence divergence, relates students experiences to their preferences, yielding three distinct scenarios: too little, too much, and just the right amount of social presence. The second variable, interaction integration, considers the centrality of social interaction in the learning scenario, suggesting that this functions as a moderator. In a sample of teacher education students (N = 305), we find evidence that these variables interact with social presence and affective dependent variables as expected. These results add nuance and context to the discussion about the practical relevance of social presence. The implications of these findings as well as limitations of this study are discussed.

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Gender Difference in Social Presence Experienced in e-Learning Activities

Cited by 15 publications

References 7 publications

Üç-Boyutlu Çok-Kullanıcılı Sanal Ortamlarda Buradalığın İncelenmesi

Üç-Boyutlu Çok-Kullanıcılı Sanal Ortamlarda Buradalığın İncelenmesi

Review of e-learning Practice at the Tertiary Education level in Malaysia

Extending social presence theory: social presence divergence and interaction integration in online distance learning

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