Investigating factors that influence social presence and learning outcomes in distance higher education

Kim, Jung-Joo; Kwon, Yangyi; Cho, Daeyeon

doi:10.1016/j.compedu.2011.02.005

Cited by 275 publications

(192 citation statements)

References 36 publications

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“…While prior research has examined individual student demographics (e.g., Kim et al, 2011;Shea & Bidjerano, 2009b;Shea, Li, & Pickett, 2006) little research has examined the effect of group demographics; this study supports that notion that the class composition affects the individual's experience.…”

Section: Discussionsupporting

confidence: 66%

“…They can set requirements for discussion responses or integrate task and social activities, and create areas for informal interactions (Ke, 2010;Rovai, 2007;Swan, 2004). Teachers can also actively facilitate courses to support student interaction by posting comments and questions that encourage students to communicate and by grading students based on their engagement with others (Rovai, 2007;Shea et al, 2005 Garrison et al, 2010b;Shea & Bidjerano, 2009b), both in terms of designing courses to support discussion (Akyol & Garrison, 2011;Ke, 2010) and directed facilitation and instruction (Joo et al, 2011;Kim, Kwon, & Cho, 2011). The aggregate levels of teaching presence for a class, and agreement among students, should be associated with high levels of social presence.…”

Section: The Effect Of Teaching Presence Levels and Agreement On Commmentioning

confidence: 99%

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The teacher as leader: Effect of teaching behaviors on class community and agreement

Rubin

Fernandes

2013

IRRODL

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This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders' effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge.The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

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Section: Discussionsupporting

confidence: 66%

Section: The Effect Of Teaching Presence Levels and Agreement On Commmentioning

confidence: 99%

The teacher as leader: Effect of teaching behaviors on class community and agreement

Rubin

Fernandes

2013

IRRODL

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“…Furthermore, it has been highlighted that instructor's teaching quality are affecting both students' social presence and their learning satisfaction [14]. Finally, most students have a need to feel confident that teachers' guidance and feedback to concerns, assessment outcomes should be swift and responsive [12].…”

Section: Collaboration and Social Presencementioning

confidence: 99%

“…The main instructional design idea in this study is to enable students' collaboration and social presence to support quality learning outcomes and learner satisfaction [14].…”

Section: Introductionmentioning

confidence: 99%

Redesign and Evaluation of a Technology Enhanced Learning Environment for Thesis Supervision

Ahlin¹,

Mozelius²

2017

ICERI Proceedings

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Thesis supervision is an important activity in higher education with Bachelor's and Master's theses mandatory parts of university programmes. In traditional education, thesis supervision has been a face-to-face activity, but today, both the student groups and the learning environments are blended. This study describes and discusses the design and implementation of a blended learning environment for a student group at Mid Sweden University. The research question that the study aims to answer is: Which are the important factors in the design of a course for undergraduate students, to facilitate supervision of thesis projects in a technology enhanced environment?This study employed a Design science research strategy with three phases for design, implementation and evaluation of a blended learning environment during thesis supervision. For the first phase, design requirements were specified based on document studies and a literature review. In the second phase (first part), the created design requirements were implemented as an instance in the Moodle virtual learning environment. Second phase (second part), the implemented instance was used as the online part of a blended learning course for students writing their Bachelor's thesis. In the third phase an evaluation was carried out with an online questionnaire were students gave their opinions on course design and teaching and learning sessions.Findings show that the learning outcomes were good and that the course aim and the learning objectives were clearly stated. Found important factors for a successful supervision were peer collaboration, multimodality, and technology enhanced interaction. Remaining challenges are to improve course content and to motivate students for research in the field of Informatics. Most surprising positive finding was that peer situation occurred informally, which deepen their knowledge for thesis writing and presentation.

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“…Adults, already working in the professional sector and recognizing the importance of additional credentialing, look to improve their qualifications, change careers or decide to gain an additional knowledge about a subject of interest to them (Osborne, Marks, & Turner, 2004). Adults choosing to return for additional education may not always be able to attend traditional, face-toface programs, due to family or other professional barriers (Kim, Kwon, & Cho, 2011). Due to demands of work and familial roles, many adult student populations select online higher education programming options.…”

Section: Chapter 1: Introduction To the Studymentioning

confidence: 99%

Student support in a virtual space : a phenomenological approach to understanding student success

Bass¹

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Investigating factors that influence social presence and learning outcomes in distance higher education

Cited by 275 publications

References 36 publications

The teacher as leader: Effect of teaching behaviors on class community and agreement

The teacher as leader: Effect of teaching behaviors on class community and agreement

Redesign and Evaluation of a Technology Enhanced Learning Environment for Thesis Supervision

Student support in a virtual space : a phenomenological approach to understanding student success

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