Determining and Implementing Social Presence in College Level Online Courses Using Student Input PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Determining and Implementing Social Presence in College Level Online Courses Using Student Input PDF full book. Access full book title Determining and Implementing Social Presence in College Level Online Courses Using Student Input by Bradley E. Van Alstyne. Download full books in PDF and EPUB format.
Author: Bradley E. Van Alstyne
Publisher:
ISBN: 9780438352391
Category : Computer-assisted instruction
Languages : en
Pages : 127
Get Book Here
Book Description
"As online education continues to grow as a method to deliver education at the college and university level, research on online education has shifted from studying the technology and its ability to deliver course content to trying to better understand what encourages a positive online experience for instructors and students. he marked difference between a virtual classroom as opposed to a physical one has shifted technology-focused research to research that inquires about the vitality of the social environment in virtual venues. It is conceived that social presence is what makes the virtual experience feel real and sustains student’s attention and engagement and thus informs students’ satisfaction with a course. This inquiry argues that this shift of focus to social presence should play a role in the development of online courses and most importantly that students and instructors should play a role in determining what types of processes might be implemented to lead to social presence. In other words, whereas educators more often than not, take for granted the virtues of the physical classroom, they arguably must be conscious of designing the virtual environment to encourage social presence, the feeling of really being there with others." -- abstract.
Author: Bradley E. Van Alstyne
Publisher:
ISBN: 9780438352391
Category : Computer-assisted instruction
Languages : en
Pages : 127
Get Book Here
Book Description
"As online education continues to grow as a method to deliver education at the college and university level, research on online education has shifted from studying the technology and its ability to deliver course content to trying to better understand what encourages a positive online experience for instructors and students. he marked difference between a virtual classroom as opposed to a physical one has shifted technology-focused research to research that inquires about the vitality of the social environment in virtual venues. It is conceived that social presence is what makes the virtual experience feel real and sustains student’s attention and engagement and thus informs students’ satisfaction with a course. This inquiry argues that this shift of focus to social presence should play a role in the development of online courses and most importantly that students and instructors should play a role in determining what types of processes might be implemented to lead to social presence. In other words, whereas educators more often than not, take for granted the virtues of the physical classroom, they arguably must be conscious of designing the virtual environment to encourage social presence, the feeling of really being there with others." -- abstract.
Author: Anne M. Harrigan
Publisher:
ISBN: 9781124177717
Category : Adult college students
Languages : en
Pages : 131
Get Book Here
Book Description
This study explored social presence and interactivity in an online undergraduate program designed for adult students. Although social presence and interactivity have been shown to be important contributors to student satisfaction, and therefore essential to student recruitment and retention in online programs, the ultimate goal for the examination and implementation of emerging educational practices is to enhance student learning. This study examined social presence and interactivity in relationship to student performance, measured as graded online discussion participation and written project grades. Inferential statistical analysis was used in comparing means and performing correlations to determine relationships among the variables. Additionally, in-depth descriptive analyses of social presence and interactivity as defined for this study, led to conclusions that add to the conversation about the significance of discussion and writing in online educational environments and in higher education more generally. This research highlights a need for further research on social presence and interactivity in online learning. In this study, social presence, represented as a score on a Computer-Mediated Communications Questionnaire, had no significant relationship to student performance. Interactivity, defined as participation in online discussion, had a significant positive relationship to performance on written project assignments. A closer look at the variables and how they were measured revealed that emphasis should be on incorporating discussion activity into online learning environments as a way to help students engage in their learning and perform better on written assignments that are designed by instructors as a way for students to demonstrate their learned knowledge. Furthermore, the complex relationship between social presence and interactivity merits further investigation as educators continue to endorse the benefits of social presence in online learning. Online educators and instructional designers would benefit from additional research results that clarify what we mean by social presence and interactivity and their benefits in the online learning environment. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Martha Lowe-Madkins
Publisher:
ISBN: 9781369139761
Category : College students
Languages : en
Pages : 193
Get Book Here
Book Description
Online learning has become one of the primary formats for course delivery in higher education. As online learning continues to evolve, more research is needed on social presence's contribution to student satisfaction and retention. The purpose of this study was to determine if the element of social presence in online learning has an impact on student satisfaction and retention. The research was also used to support and frame further research on measuring social presence, its relationship with learner satisfaction, and ways to create a more comfortable learning environment and retain learners in online courses. The quantitative and qualitative methods in this study on social presence included collecting data from students and faculty at a consortium of community colleges in Chicago. A survey was deployed to students enrolled in online courses. The survey included questions about students' comfort level with online courses, including online discussions and other technology. The data from the survey were analyzed using descriptive statistics. The qualitative data were collected during an interview with online faculty members. The interview data were coded, and categories were created using key words from the responses. The data collected from the student survey and the faculty interview helped determine the correlation between social presence and student satisfaction in online learning. The findings indicated that students, for the most part, were satisfied with their online learning experience. Most of the students responded favorably when asked about their comfort level with online discussions, collaboration with other students, and the technology. In the interview, the faculty members noted that although online discussion was one form of connectivity, it was not enough to keep the students engaged. Faculty members recommended that, in addition to online discussions, the inclusion of online groups and synchronous sessions could increase social presence. The data from both the student survey and the faculty interview helped provide recommendations for enhancing the online learning experience.
Author: Patrick R. Lowenthal
Publisher: Routledge
ISBN: 1000021750
Category : Education
Languages : en
Pages : 182
Get Book Here
Book Description
This book is an investigation into the role which social presence and identity play in online learning environments. Scholars across disciplines have grappled with the questions of what it means for a person to be and to interact online. In the context of online learning, these questions reflect specific concerns related to how well people can learn in a setting limited to mediated interactions and lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to social presence and identity, both of which are complex, multi-faceted, and closely interrelated constructs. The chapters in this book consider how online learning has developed and changed over time in terms of technology, pedagogy, and familiarity. Collectively these chapters show the diverse ways that educational researchers have explored social presence and identity. They also highlight some of the nuanced concerns online educators might have in these areas. This book was originally published as a special issue of Distance Education.
Author: Kyei-Blankson, Lydia
Publisher: IGI Global
ISBN: 1466695838
Category : Education
Languages : en
Pages : 638
Get Book Here
Book Description
Online learning has become a prominent and inseparable component of higher education in recent years. Questions related to course structure, levels of interaction, presence, and participation within online courses persist and invite further inquiry for determining factors that encourage effective teaching and learning in online environments. The Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses explores models of course development and delivery techniques to improve instruction, learning, and student satisfaction in online courses. Covering topics such as rates of participation, student engagement and retention, and social development, this handbook serves as a resource for educators in online learning environments, as well as for course designers and developers of online courses and researchers whose agenda includes examining interaction, presence, and participation in online courses.
Author: Reynol Junco
Publisher: John Wiley & Sons
ISBN: 1118903307
Category : Education
Languages : en
Pages : 222
Get Book Here
Book Description
Using social media to enhance learning outcomes, engagement, and retention Although research shows that most of today's college students adopt and use social media at high rates, many higher education professionals are unaware of how these technologies can be used for academic benefit. Author Reynol Junco, associate professor at Purdue University and fellow at the Harvard Berkman Center for Internet & Society, has been widely cited for his research on the impact of social technology on students. In Engaging Students through Social Media: Evidence-Based Practice for Use in Student Affairs, he offers a practical plan for implementing effective social media strategies within higher education settings. The book bridges the gap between a desire to use social media and the process knowledge needed to actually implement and assess effective social media interventions, providing a research-based understanding of how students use social media and the ways it can be used to enhance student learning. Discover how social media can be used to enhance student development and improves academic outcomes Learn appropriate strategies for social media use and how they contribute to student success in both formal and informal learning settings Dispel popular myths about how social media use affects students Learn to use social media as a way to engage students, teach online civil discourse, and support student development The benefits of social media engagement include improvements in critical thinking skills, content knowledge, diversity appreciation, interpersonal skills, leadership skills, community engagement, and student persistence. This resource helps higher education professionals understand the value of using social media, and offers research-based strategies for implementing it effectively.
Author: Cheryl Joyner
Publisher: LAP Lambert Academic Publishing
ISBN: 9783847303909
Category : Distance education
Languages : en
Pages : 120
Get Book Here
Book Description
Leaders in higher education increasingly face a number of challenges. One of the challenges is the high attrition rate of doctoral students enrolled in online programs, many of whom cite the lack of social presence as the reason for dropping out. The qualitative phenomenological study explored the perceptions and lived experiences of online doctoral students to determine how social presence develops. The present research revealed four emerging themes that describe the development of social presence in the asynchronous online learning environment. The emerging themes were writing skill, content and requirements, building relationships, and interaction. The themes offered information to leaders in education and business that may assist in developing online education programs, and virtual work teams.
Author: Nasrin Nazemzadeh
Publisher:
ISBN:
Category : Distance education students
Languages : en
Pages : 310
Get Book Here
Book Description
"The study aims at identifying the factors that contribute to students' satisfaction with online education. Particular attention is paid to the extent to which social presence is diminished, the motivation to learn decreases, and a sense of isolation is heightened in online experience." (iii).
Author: Samantha J. Mencini
Publisher:
ISBN:
Category :
Languages : en
Pages : 51
Get Book Here
Book Description
With continued surges in enrollment in the various online health science programs, especially nursing programs, there is a great need for additional research to be conducted regarding how students perceive their professors social presence in an online learning environment through the use of Computer-Mediated Communications - CMCs. The objectives of this descriptive phenomenological qualitative study were to: 1) illustrate how students perceive their professors0́9 social presence as used in various types of CMCs; 2) identify emotions which the students have experienced in response to their professor0́9s CMCs; 3) unveil common themes regarding student perception of their professors0́9 social presence; and 4) identify ways for professors to increase their social presence in the online learning environment per the recommendations of the students. Garrison, Anderson and Archer0́9s (2000) definition of social presence was provided to participants so they would understand the context of this term throughout the interview process. Colaizzi0́9s (1978) method for phenomenological analysis was used to extract and analyze data. This study yielded four main themes, which include: responsiveness and interactions; caring and supportiveness; emotions and feelings; and connectedness and cohesiveness. Each of these four themes is interrelated and would allow for professors to increase their social presence when utilizing one or more of those modalities. Although this study0́9s findings were consistent with previous studies on social presence in the online learning environment, more research is needed to determine which CMCs are most meaningful to students in promoting professor social presence.Keywords: descriptive phenomenology; social presence; professor; Computer-Mediated Communications (CMCs); online health science courses; nursing; interaction
Author: Sherwyn Morreale
Publisher: Frontiers Media SA
ISBN: 2832549136
Category : Language Arts & Disciplines
Languages : en
Pages : 166
Get Book Here
Book Description
The coronavirus pandemic mandated unexpected 'instant transitions' to remote learning and accelerated student demand for online courses. As a result, colleges and universities in the U.S. and around the world began and have continued to expand their online courses and degree programs. The online learning industry is projected to pass $370 billion by 2026 and one third of post-secondary school administrators indicate they will continue to offer both remote and online course options even after their campuses completely resume offering in-person, face-to-face courses. Students have demonstrated there is an increased demand for online courses as well. A national survey of 1,413 students, registered at U.S. higher education institutions in fall 2020 and spring 2021, said their experiences with learning remotely during the pandemic left them with a positive attitude toward online and hybrid courses. This increased interest calls attention to the need for more scholarly examination of online teaching and learning.
