Student Perceptions of Immediacy and Social Presence in Distance Education

Wheeler, Steve; Reid, Fraser J. M.

doi:10.1002/9781118557686.ch28

Cited by 15 publications

(14 citation statements)

References 14 publications

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“…This would preferably be a technically savvy individual who can effectively facilitate the group through their online experience. This finding supports the work of Higgins and Harreveld (2013) and Wheeler and Reid (2013), among others, in recognizing the important role that tutors can play in e-learning environments.…”

Section: Tutor Presence In Group Situationssupporting

confidence: 86%

“…Previous research suggests that online instructors play an important role in determining the quality of a student's learning experience by fostering a 'space of equals' based on trust, care and respect as well as by supporting and motivating students, providing timely feedback and facilitating effective, collaborative learning experiences (Ehlers, 2013;Higgins & Harreveld, 2013;Kirschner, Kreijns, Phielix, & Fransen, 2015;Molinari, 2012;Oprea, 2014;Skramstad et al, 2012;Wheeler & Reid, 2013;Wu et al, 2013).…”

mentioning

confidence: 99%

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Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting

Eady

Woodcock

Sisco

2017

IRRODL

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As e-learning maintains its popularity worldwide, and university enrolments continue to rise, online tertiary level coursework is increasingly being designed for groups of distributed learners, as opposed to individual students. Many institutions struggle with incorporating all facets of online learning and teaching capabilities with the range and variety of software tools available to them. This study used the EPEC Hierarchy of Conditions (ease of use, psychologically safe environment, e-learning self-efficacy, and competence) for E-Learning/E-Teaching Competence (Version II) to investigate the effectiveness of an online synchronous platform to train pre-service teachers studying in groups at multiple distance locations called satellite campuses. The study included 58 pre-service teachers: 14 who were online using individual computers and 44 joining online, sitting physically together in groups, at various locations.Students completed a survey at the conclusion of the coursework and data were analyzed using a mixed methods approach. This study's findings support the EPEC model applied in this context, which holds that success with elearning and e-teaching is dependent on four preconditions: 1) ease of use, 2) psychologically safe environment, 3) e-learning self-efficacy, and 4) competency. However, the results also suggest two other factors that impact the success of the online learning experience when working with various sized groups.The study demonstrates that the effectiveness of a multi-location group model may not be dependent only on the EPEC preconditions but also the effectiveness of the instructor support present and the appropriateness of the tool being implemented. This has led to the revised EPEC Hierarchy ofConditions for E-Learning/E-Teaching Competence (Version III).

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Section: Tutor Presence In Group Situationssupporting

confidence: 86%

mentioning

confidence: 99%

Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting

Eady

Woodcock

Sisco

2017

IRRODL

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“…Like teleworkers and mobile knowledge workers (Perry et al, 2001;Cooper and Kurland, 2002), students in distance education have reported feeling isolated (Wheeler, 2002). Building interpersonal relationships with others at home or in other behavior settings is important for learners pursuing academic studies completely online at a distance.…”

Section: Social Aspectsmentioning

confidence: 99%

The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model

2021

Front. Psychol.

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Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

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“…The combination of pedagogy and technical capability explored in this undergraduate project may provide solutions for other educational populations, such as addressing issues related to transactional distance that can cause feelings of isolation and drop‐out from those who study remotely, or are relatively isolated by distance, thereby inhibiting professional development opportunities 6,7 . A future research direction may include more formal evaluation of the students perceptions of the feedback obtained from this teaching method in comparison with more traditional feedback on performance.…”

Section: Discussionmentioning

confidence: 99%

Implementing student self-video of performance

et al. 2013

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Web-based student self-video of performance, with remote tutor feedback and guided reflection, is a feasible method for increasing students' capacity for reflection and self-evaluation. Although technical difficulties are inherent in any technology-reliant activity, the students' increasing competence with emerging technologies encourage self-video teaching and learning activities as a resource for facilitating clinical skill development.

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Student Perceptions of Immediacy and Social Presence in Distance Education

Cited by 15 publications

References 14 publications

Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting

Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting

The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model

Implementing student self-video of performance

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