Web 2.0 for fostering students' social presence in online learning-based interaction

Abstract

Research in education confirmed that students engage in learning when they feel connected with others and when they play an active role in their learning process. Therefore; social presence (SP) considered as an important component of effective learning in both face-face and online learning environment. Therefore, this study intended to investigate students' perception about SP when using Web 2.0 tool for learning-based interaction and the difference in their perception based on gender and number of the semesters of the study. The participants of this study were 71 postgraduate students in one of the Malaysian public universities. The quantitative methods of data collection and data analysis were used in this study. Therefore, the researcher employed survey method using Online Social Presence Questionnaire (OSPQ) to collect the data. The data were analyzed using SPSS software to find mean, standard deviation of students' perception of their social presence while using Web 2.0 tool for learning-based interaction. Independent sample t-test was used to find the difference in students perception based on their gender. Moreover, One-Way ANOVA was used to find the difference in students' SP perception based on their semester of the study. The findings of this study showed that students expressed high perception about their social presence on Web 2.0 tool. Nonetheless, male students perceived higher social presence on Web 2.0 tool than female students. However, there were not significant differences in students' perception of social presence neither based on the gender difference nor on the number of the semester of the study.

Online Social Presence “OSP” Patterns Correlation with Students’ Academic Performance among Master of Education Program Students

“…In this case, instructor needs to boost students' sense that they are safe with establishing the sense of trust among the learning community. Instructor need to make students aware that they may share the experience that connected to their study and to be careful about sharing sensitive personal stories (Al-dheleai & Tasir, 2019).…”

Dance in Zoom: Using video conferencing tools to develop students' 4C skills and self-efficacy during COVID-19

“…Encouraging camera use probably would increase social presence by helping all parties to become better known ( Adair et al, 2021 ). Research has confirmed that students learn when they feel connected with others and when they played an active role in the learning process ( Al-Dheleai & Tasir, 2019 ). Hence, camera use might encourage learner interaction and communication by increasing learners’ social presence ( Adair et al, 2021 ).…”

“…We speculate that this is related to the no-camera-on policy. Social presence is an important component of effective learning in an online learning environment ( Al-Dheleai & Tasir, 2019 ). Encouraging camera use probably would increase social presence by helping all parties to become better known ( Adair et al, 2021 ).…”

Depicting Students’ Social Presence on Social Networking Site in Course-Related Interaction

“…However, DeSchryver et al (2009) perceive that both the interaction medium and the participants' ability are the factors that affect online SP. A recent study investigated that students perceived SP on Web 2.0, which includes SNS tools, and found that students expressed high perception of SP during learning-related discussion on Web 2.0 tool (Al-Dheleai & Tasir, 2019). Moreover, Al-Dheleai and Tasir (2019) reported a positive relationship between students' SP on SNS and perceived academic performance.…”