Preliminary Study on the Role of Social Presence in Blended Learning Environment in Higher Education

Jusoff, Kamaruzaman; Khodabandelou, Rouhollah

doi:10.5539/ies.v2n4p79

Cited by 59 publications

(41 citation statements)

References 10 publications

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“…Since there is significant statistical support for each section of the instrument measuring its respective construct [1], it can be said that the two constructs are related. This finding mirrors research that suggests a relationship between social presence and student satisfaction in online learning and blended learning [1] [16].…”

Section: Main Findingssupporting

confidence: 85%

Collaborative Learning, Social Presence and Student Satisfaction in a Blended Learning Environment

Sorden

Ramírez-Romero

2012

2012 IEEE 12th International Conference on Advanced Learning Technologies

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this paper describes the research design and main findings of a study whose objective was to examine the relationships between perceived collaborative learning, social presence and student satisfaction in blended courses at one campus belonging to a US community college system. Based on a Social Cognitive Framework for Blended Learning, a quantitative correlational design was employed and data was collected using a Collaborative Learning, Social Presence, and Satisfaction Questionnaire. The study found that there is a relationship between the constructs of perceived collaboration, perceived social presence, and self-reported student satisfaction in blended learning courses.

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Section: Main Findingssupporting

confidence: 85%

Collaborative Learning, Social Presence and Student Satisfaction in a Blended Learning Environment

Sorden

Ramírez-Romero

2012

2012 IEEE 12th International Conference on Advanced Learning Technologies

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“…Garrison & Kanuka, 2004or Graham, 2013. Moreover, the blended learning methodology enhances both teaching and learning by using more interactive strategies (Jusoff & Khodabandelou, 2004). Also other surveys which were conducted at FIM confirmed that students most frequently welcomed the blended form of instruction (cf.…”

Section: Discussionmentioning

confidence: 84%

Students´ preferences for learning materials in technology-enhanced higher education

Klímová

2017

PROSOC

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Current trend of using ICT in different areas of modern life is also reflected in the educational process. At present higher education is run in different forms of instruction which range from traditional classes through blended ones to pure online classes. Many research studies also confirm that students like being provided online courses because they appreciate having study materials within their easy reach and being able to see and read once again the lecture texts or other materials from their face-to-face classes. In addition, they can easily access them independently on their location. Designers of these materials try to tailor these study materials to the learners' needs. Therefore the purpose of this article is to discuss what form of instruction students prefer; and on the basis of a questionnaire survey to explore whether students really welcome the online learning materials and their likes and dislikes about these study materials which are offered to them.

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“…As technology has changed the ways in which humans communicate, the concept of social presence theory has evolved over the past 30 years. Initially, social presence theory considered how communication and how face-to-face, audio, and television medias represented people and impacted perceptions of relationships with one another (Jusoff & Khodabandelon, 2009;Short, Williams, & Christie, 1976). Subsequent research has primarily explored how social presence subjectively impacts communication across technology medias.…”

Section: Literature Reviewmentioning

confidence: 99%

Getting Connected: The Virtual Holding Environment

Fletcher

Comer

Dunlap

2014

Psychoanalytic Social Work

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This article introduces and describes the virtual holding environment-a space where supportive relationships can be developed and maintained through the use of technology over time-and its role in helping us thrive during our doctoral program, dissertation process, and subsequent career transitions. Here, we present concepts related to computer-mediated communication, distance education, and psychodynamic theory (Winnicott's holding environment, Bowlby's attachment theory, and Fonagy's mentalization/intersubjective process) that have helped shape this virtual holding environment. Also, we present individual vignettes that illustrate the role this virtual holding environment has played in our shared successes. Our partnership offers collaborative principles that may be applied to other forms of education and training which require independent work, yet benefit from mutual ongoing support. We provide several recommendations for strengthening learning experiences and computer-mediated communication across distance.

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Preliminary Study on the Role of Social Presence in Blended Learning Environment in Higher Education

Cited by 59 publications

References 10 publications

Collaborative Learning, Social Presence and Student Satisfaction in a Blended Learning Environment

Collaborative Learning, Social Presence and Student Satisfaction in a Blended Learning Environment

Students´ preferences for learning materials in technology-enhanced higher education

Getting Connected: The Virtual Holding Environment

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