Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors

So, Hyo-Jeong; Brush, Thomas

doi:10.1016/j.compedu.2007.05.009

Cited by 879 publications

(625 citation statements)

References 20 publications

Supporting

Mentioning

538

Contrasting

Unclassified

Order By: Relevance

“…So and Brush (2008) point to the lack of knowledge regarding the characteristics and effects of social presence related to communication media and the user, insisting more research is needed.…”

Section: Discussionmentioning

confidence: 99%

“…Learner-content interaction takes place when students study the content, using various media or web-based courses. Learnerinstructor interactions occur between learners and instructors, while instructors stimulate and guide learner's engagement with the subject content (So & Brush, 2007). The learner-instructor interaction happens when an instructor delivers content knowledge, provides appropriate scaffolding, clarifies misunderstanding, and increases student motivation (So & Brush, 2008).…”

Section: Social Interactionmentioning

confidence: 99%

“…Researchers have identified social presence (Short, Williams, & Christie, 1976;Gunawardena & Zittle, 1997;So & Brush, 2008), social interaction (Gunawardena & Zittle, 1997;Picciano, 2002), collaborative learning (Kitchen &McDougall, 1998;Curtis & Lawson, 2001;So & Brush, 2008), and satisfaction (Gunawardena & Zittle, 1997;So & Brush, 2008) as important and essential elements for any successful and effective online course design (McFadden, 2006).…”

Section: Social Presence Social Interaction Collaborative Learningmentioning

confidence: 99%

“…In addition, an asynchronous learning environment provides the assurance of equal treatment for the learner by providing the avenue by which they have the opportunity to interact with instructors and peers with little regard for race, sex, or disability (Rourke, Anderson, Garrison, & Archer, (2001). Collaborative learning is a form of learner-learner interactions (So & Brush, 2008).…”

Section: Collaborative Learningmentioning

confidence: 99%

See 3 more Smart Citations

Social Presence, Social Interaction, Collaborative Learning, and Satisfaction in Online and Face-to-Face Courses

Spears

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Section: Social Interactionmentioning

confidence: 99%

Section: Social Presence Social Interaction Collaborative Learningmentioning

confidence: 99%

Section: Collaborative Learningmentioning

confidence: 99%

See 2 more Smart Citations

Social Presence, Social Interaction, Collaborative Learning, and Satisfaction in Online and Face-to-Face Courses

Spears

View full text Add to dashboard Cite

“…However, those students performed poorly on written assignments and participated less in class activities, in spite of their initial motivation. HyoJeong and Bush [12] examined students' perception of collaborative learning, social presence, and overall satisfaction in a blended learning environment. It was established that (a) course structure, (b) emotional support, and (c) communication mediums were critical factors.…”

Section: Entrepreneurial Education For Non-economistsmentioning

confidence: 99%

Entrepreneurial education for students of non-economics educational programs

et al. 2017

View full text Add to dashboard Cite

Original scientific paper Entrepreneurial skills are necessary for all graduates who are planning their own start-up business. Those skills are asked more and more by employers, even from fresh graduates of technical backgrounds. This paper compares two extracurricular programs involving students of four different, all noneconomics programs from Croatia and the USA. Several challenges were identified during the research. Preparing and executing entrepreneurial educational programs for students with very uneven level of relevant foreknowledge was one of them. Integration of classroom and e-learning methods and achievement of an effective combination of being educational, interesting and attractive in the same time were additional challenges. Gender of the participants, previous education, entrepreneurial background of their families and immediate plans upon the graduation were determined as influencing variables on their satisfaction with the program. Keywords: business idea generation; business planning; education; entrepreneurship; students Poduzetnička izobrazba studenata ne-ekonomskih obrazovnih programaIzvorni znanstveni članak Poduzetničke vještine su nužne svim diplomantima koji planiraju pokrenuti vlastito poduzeće. Dodatno, te vještine sve više traže i poslodavci, čak i od diplomanata tehničke izobrazbe. Ovaj rad uspoređuje dva ekstrakurikularna programa u koje su bili uključeni student četiri različita ne-ekonomska obrazovna profila iz Hrvatske i SAD. Tijekom istraživanja je identificirano nekoliko izazova. Priprema i izvršavanje poduzetničkog obrazovnog programa za studente s vrlo različitom razinom relevantnih predznanja je jedan od njih. Integracija nastavnih metoda iz učionice s 'distance learning' metodama i postizanje učinkovite ravnoteže pristupa 'biti edukativan' i 'biti zanimljiv i atraktivan' predstavljaju dodatne izazove. Spol sudionika edukativnih programa, prethodna izobrazba, poduzetničko iskustvo njihovih obitelji i neposredni planovi nakon diplomiranja su identificirani kao utjecajne varijable na njihovo zadovoljstvo programom.

show abstract

Human Factors in Social Media

Gao

Chen

2021

Handbook of Human Factors and Ergonomics

View full text Add to dashboard Cite

Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors

Cited by 879 publications

References 20 publications

Social Presence, Social Interaction, Collaborative Learning, and Satisfaction in Online and Face-to-Face Courses

Social Presence, Social Interaction, Collaborative Learning, and Satisfaction in Online and Face-to-Face Courses

Entrepreneurial education for students of non-economics educational programs

Human Factors in Social Media

Contact Info

Product

Resources

About