Othering in online learning: an examination of social presence, identity, and sense of community

Phirangee, Krystle; Malec, Alesia

doi:10.4324/9780429294235-3

Cited by 20 publications

(22 citation statements)

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“…This sub-theme was the most researched in engagement. With the development of the community of inquiry framework most of the studies in this subtheme examined social presence ( Akcaoglu & Lee, 2016 ; Phirangee & Malec, 2017 ; Wei et al, 2012 ), teaching presence ( Orcutt & Dringus, 2017 ; Preisman, 2014 ; Wisneski et al, 2015 ) and cognitive presence ( Archibald, 2010 ; Olesova et al, 2016 ).…”

Section: Resultsmentioning

confidence: 99%

A systematic review of research on online teaching and learning from 2009 to 2018

Martin

Sun

Westine

2020

Computers & Education

345

113

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Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.

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Section: Resultsmentioning

confidence: 99%

A systematic review of research on online teaching and learning from 2009 to 2018

Martin

Sun

Westine

2020

Computers & Education

345

113

View full text Add to dashboard Cite

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“…Nevertheless, 'to be a member of a community usually entails subjugation to its score values and norms of behaviour, and to deviate from these in resistant assimilation is to run the risk of becoming marginalised in order that the integrity of the community is preserved' (Hodgson and Reynolds, 2005: 16). This poses a challenge that the Facebook-based learning community might potentially be exclusive for many types of learners, particularly those feeling isolated and disconnected with their peers and instructors regarding work obligations or academic expectations (Phirangee and Malec, 2017). With the absence of shared visions and values, identity incongruence causes a loss of sense of community with their peers.…”

Section: The Notion Of a Learning Community Under The Auspices Of Facebookmentioning

confidence: 99%

Moving beyond four walls and forming a learning community for speaking practice under the auspices of Facebook

Duong

Pham

2021

E-Learning and Digital Media

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There is a paucity of opportunities for Vietnamese EFL students to use and practise English speaking skills both inside and outside the classroom, attributing to students’ lack of interest and motivation in improving their speaking skills. Given that learning can be distributed across a multitude of formal and informal settings, the social and informal features of Facebook serve as potentially ubiquitous support for students to productively practise and use the target language. To date, however, much of the discussion of the promising incorporations of Facebook into EFL teaching and learning repertoire remains largely in writing and intercultural communicative effectiveness, with an evident scarcity of empirical research on students’ speaking practice. This qualitative study was conducted with 10 Vietnamese EFL learners, aiming to examine whether the Facebook-based learning community articulated any educational potentials for EFL speaking practice. The findings revealed that there were three features of the Facebook-based learning community, including flexible access, shared visions and values and collaborative relationships, which were beneficial for the members to maintain learning motivation, be more engaged in peer collaboration and co-construct essential knowledge for speaking practice. The findings suggested that the Facebook-based learning community could serve as a means for promoting more speaking practice among Vietnamese EFL learners.

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“…In face-to-face courses, learners can physically see and immediately receive feedback from instructors, whereas in online courses, communication lacks the vocal tones, nuances, and immediacy of responses (Hailey et al, 2001). These issues have led students to report areas of concerns such as feelings of alienation or disconnectedness with others (Boston et al, 2010;Hart, 2012;Phirangee & Malec, 2017).…”

Section: Introductionmentioning

confidence: 99%

Instructor Impact on Differences in Teaching Presence Scores in Online Courses

Fiock

Maeda

Richardson

2021

IRRODL

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Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements—(a) facilitation of discourse, (b) direct instruction, and (c) instructional design and organization—that work together to create a collaborative-constructivist learning environment. Data from the Community of Inquiry survey from 160 learners in 11 course sections were analyzed using a one-way analysis of variance (ANOVA) to determine whether statistically significant differences existed in teaching presence scores between sections of two online courses with identical course design taught by different instructors. Results showed significant differences between individual instructors’ teaching presence scores for each of the two courses. Specifically, significant differences were found in each sub-element of teaching presence except for one course’s instructional design and organization. Conceptual and methodological explanations of the findings are provided, and implications and suggestions for future research are discussed.

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Othering in online learning: an examination of social presence, identity, and sense of community

Cited by 20 publications

References 0 publications

A systematic review of research on online teaching and learning from 2009 to 2018

A systematic review of research on online teaching and learning from 2009 to 2018

Moving beyond four walls and forming a learning community for speaking practice under the auspices of Facebook

Instructor Impact on Differences in Teaching Presence Scores in Online Courses

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