Interaction, Structure, Social Presence, and Satisfaction in Online Learning

Abstract

There have been various studies about interaction, structure, social presence and satisfaction in online learning; however, there is not any research which represents the relationships among these concepts. The purpose of this paper is to examine the relationship among these variables. The population of the study is involved 205 university students who enrolled bachelor degree completion program at the Ankara University. Structural equation modeling was used to test hypothesizes. The results of this study indicated that there is a negative correlation between the course structure and interaction dimensions defined by Moore in transactional distance theory. Secondly, online students" social presence was predicted positively by interaction and negatively by course structure. Furthermore, online learning satisfaction was predicted positively by social presence. Students are most satisfied when their social presences are high in the online learning.

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

“…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.…”

“…Such works suggest that this kind of IPBL can help students to further develop creativity and overcome the barriers framed by disciplinary egocentrism. Empirical studies have proved that IPBL can help students to develop knowledge management processes, arouse their interest and motivation in the subject course, foster their involvement in the learning process, and increase the level of cognition and satisfaction with learning outcomes (Bisasutti, & El-Deghaidy, 2012, 2015Dekhane & Tsoi, 2010;Yueh et al, 2015), demonstrating the need, relevance and importance of interdisciplinary integration through IPBL in current pedagogical methodologies.…”

A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces

“…The survey was identical for survey 1 and 2, with survey 3 modified slightly to more clearly differentiate between DC Network and private online workspaces. Survey questions were developed based upon similar instruments examining communication, isolation, and engagement (e.g., Chen, 2001;Horzum, 2015;Huang, 2002;Sandoe, 2005). Student interactions, as measured by number of logins per week, were differentiated between those that did not log in, those that logged in once per week, and those that logged in two or more times per week.…”

Online Graduate Students’ Sense of Community to Their Higher Learning Institution: A Mixed Methods Study

“…While participants within this study provided many ideas for services and methods of delivery, prior research on sense of community within the classroom can further provide blueprints for where to start in connecting the larger population. Approaches within the classroom that have demonstrated success in promoting online sense of community include: the use of discussion boards (Shin, 2003;Arslanyilmaz & Sullins, 2013;Rovai 2002c), opportunities for students to establish social presence within the online environment (Horzum, 2015;Richardson, Maeda, Lv, & Caskurlu, 2017;Stepich & Ertmer, 2003), active participation and support by the "instructor" or responsible party for each service (Beaudoin, 2002;Nash, 2005;Easton, 2003), and opportunities for students to interact with one and other (Moore, 1989;Drouin & Vartanian, 2010).…”

“…Allowing students to connect and collaborate beyond their course could assist in improving social presence (Garrison, 2007;Rovai, 2002c). Higher levels of social presence have been shown to increase online student satisfaction (Horzum, 2015), cognitive presence (Gutiérrez-Santiuste, Rodríguez-Sabiote, & Gallego-Arrufat, 2015) and perceived learning (Richardson, Maeda, Lv, & Caskurlu, 2017), making social presence an item that should be addressed. Additionally, student engagement (Ouzts, 2006) and the elimination of feelings of isolation (Drouin & Vartanian, 2010;Lake, 1999) can result as students connect.…”