How Social Presence on Twitter Impacts Student Engagement and Learning

2020 ◽  
pp. 261-272
Author(s):  
Shelly Vohra
Keyword(s):  
Student Engagement ◽  
Social Presence

scholarly journals Asynchronous Video and the Development of Instructor Social Presence and Student Engagement

2019 ◽  
pp. 53-70 ◽  
Author(s):  
Kayla COLLINS ◽  
Shannon GROFF ◽  
Cindy MATHENA ◽  
Lori KUPCZYNSKI
Keyword(s):  
Student Engagement ◽  
Social Presence

scholarly journals Teaching and social presence in online foreign language teaching

2020 ◽  
pp. 286-290
Author(s):  
Pasi Puranen ◽  
Ruby Vurdien
Keyword(s):  
Student Engagement ◽  
Foreign Language ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Qualitative Approach ◽  
Teaching Presence ◽  
Teachers And Students ◽  
Language Courses ◽  
The Impact

This paper examines and reports on ways of promoting teaching presence in foreign language online learning environments in Finland and Spain. ‘Teaching presence’ refers to all the tools and resources teachers use during online courses to deliver teaching, guidance and feedback, or situations in which they are present for their students. A qualitative approach was adopted, and data were collated from questionnaires completed by 34 teachers and 16 students involved in different online language courses at different educational levels. The aim was to examine (1) the extent to which students’ views on feedback and teaching presence in online courses differ from those of teachers, and (2) the impact teaching presence has on student engagement and behaviour in online courses. Based on the polling data, both teachers and students find student engagement to be significant in fostering learning in an online environment. Students tend to be generally satisfied with teacher feedback.

Humorous Presence in Online Learning

2022 ◽  
pp. 96-105
Author(s):  
Gary Ritter
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Recent Literature ◽  
Instructional Designers ◽  
Memory Retention ◽  
Negative Effects ◽  
Instructor Presence

Online learning is an established and growing segment of higher education. Instructors, instructional designers, and leadership should focus on establishing instructor and social presence to overcome student feelings of isolation and boredom which can lead to disengagement and have negative effects on learning. The use of humor is an effective tool to combine with instructor presence to help improve student engagement, satisfaction, and memory retention. This chapter will review recent literature on the subjects of instructor presence, boredom, and humor and make recommendations for its use.

Rolling With the Flow

2022 ◽  
pp. 307-328
Author(s):  
Jim A. McCleskey ◽  
Rebecca M. Melton
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Social Presence ◽  
Student Experience ◽  
Online Student ◽  
Instructor Immediacy ◽  
Instructor Presence ◽  
Effective Delivery ◽  
Student Reflections ◽  
Online Instructor

COVID-19 created a paradigm shift in higher education (HE), speeding up a process that was already underway and forcing institutions and instructors to develop the competencies necessary to offer effective delivery and resources online. Student reflections on Spring 2020 suggested that institutions were not always successful in their transitions. Students saw gaps in crucial areas, including online instructor presence, social presence for instructors and peers, and instructor immediacy. The purpose of this chapter is to propose best practices for instructional practice and technology in the online virtual education space to increase student engagement, instructor immediacy, and online social presence. HE institutions must embrace or enhance a variety of techniques that will improve the student experience. HE continues its shift toward cutting-edge technology to scale, streamline, and improve student engagement and interaction while creating new ways of establishing instructor presence and immediacy.

Social Presence and Student Engagement in Online Learning

2018 ◽  
pp. 1228-1237
Author(s):  
Luka Ngoyi ◽  
L. J. Sandy Malapile
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Learning Process ◽  
Social Activities ◽  
Online Classes ◽  
Technological Support ◽  
Face To Face ◽  
Learning Practices

Effective online learning practices should incorporate an active social presence that provides space and technological support for students and instructors to engage in social activities, which are an integral part of the learning process. The focus of this chapter is the description of social presence, the forms in which it occurs, and how social presence enhances student engagement in the learning process, whether online or face-to-face. Based on various studies related to this topic, the authors argue that social presence has a significant impact on student engagement, especially in online classes. Finally, this chapter examines how social presence affects student engagement and offers various strategies for instructors to enhance social presence and student engagement in online learning.

Animated Pedagogical Agents

2011 ◽  
pp. 66-78
Author(s):  
R. Heller ◽  
M. Procter
Keyword(s):  
Student Engagement ◽  
Social Presence ◽  
Visual Information ◽  
Experimental Approach ◽  
Pedagogical Agents ◽  
Static Image ◽  
Historical Figure ◽  
Animated Pedagogical Agents

The role of Animated Pedagogical Agents (APAs) depends on an understanding of the persona effect as a mechanism for increasing student engagement and motivation. We argue that historical figure applications of APAs may be helpful to identify the parameters that give rise to a persona effect. Given the importance of visual information, an experimental approach was used to examine how different image conditions would affect perception of a historical figure APA interaction. Eighty-eight participants were randomly assigned to one of three conditions; no image, static image, or animated image. Contrary to expectations, the no image condition was associated with significantly higher ratings for 6 of the 12 measures, including 3 measures of social presence. These findings stand in contrast to previous research and suggest that historical figure applications may be unique in their evocation of a persona effect and valuable for understanding the nature of the persona effect.

Social Presence and Student Engagement in Online Learning

2014 ◽  
pp. 244-252
Author(s):  
Luka Ngoyi ◽  
L. J. Sandy Malapile
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Learning Process ◽  
Social Activities ◽  
Online Classes ◽  
Technological Support ◽  
Face To Face ◽  
Learning Practices

Effective online learning practices should incorporate an active social presence that provides space and technological support for students and instructors to engage in social activities, which are an integral part of the learning process. The focus of this chapter is the description of social presence, the forms in which it occurs, and how social presence enhances student engagement in the learning process, whether online or face-to-face. Based on various studies related to this topic, the authors argue that social presence has a significant impact on student engagement, especially in online classes. Finally, this chapter examines how social presence affects student engagement and offers various strategies for instructors to enhance social presence and student engagement in online learning.

Social Presence and Student Engagement in Online Learning

2018 ◽  
pp. 1353-1362
Author(s):  
Luka Ngoyi ◽  
L. J. Sandy Malapile
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Learning Process ◽  
Social Activities ◽  
Online Classes ◽  
Technological Support ◽  
Face To Face ◽  
Learning Practices

Effective online learning practices should incorporate an active social presence that provides space and technological support for students and instructors to engage in social activities, which are an integral part of the learning process. The focus of this chapter is the description of social presence, the forms in which it occurs, and how social presence enhances student engagement in the learning process, whether online or face-to-face. Based on various studies related to this topic, the authors argue that social presence has a significant impact on student engagement, especially in online classes. Finally, this chapter examines how social presence affects student engagement and offers various strategies for instructors to enhance social presence and student engagement in online learning.

scholarly journals Strategies to Promote Meaningful Student Engagement in Online Settings

2021 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Glennda K. McKeithan ◽  
Mabel O. Rivera ◽  
Lara E. Mann ◽  
Lisa B. Mann
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Education ◽  
Social Presence ◽  
Learning Goals ◽  
Easy Access ◽  
Content Areas ◽  
Post Secondary ◽  
Face To Face ◽  
Quality Learning

Distance learning or online education has increased significantly over the past decade to coincide with easy access to technology and the availability of multifaceted learning management system software that can be used to develop asynchronous educational experiences (Ginder et al., 2018). The increased demand for online education, as well as unprecedented circumstances (Covid-19 Pandemic) that require quick changes to instructional delivery alternatives, have resulted in many traditional face-to-face programs transitioning into online and hybrid (e.g., part online and part face-to-face) programs across curriculum content areas to attract and retain full and part-time learners (DuPont et al., 2018). Effective online instruction must be engaging and meaningful/relevant. Course authors and instructors in higher education must incorporate strategies to maximize student engagement to develop high-quality learning experiences in online environments (Fallahi, 2019; Weidlich & Bastiaens, 2018). This article discusses the application of varied strategies and instructional practices to help instructors in post-secondary educational settings enhance the quality of teaching and social presence in the online learning environment. The strategies addressed are connected to the teachers’ ability to integrate multifaceted learning goals into instructional planning and delivery in order to create effective online learning environments that may improve outcomes for students across settings and content areas (Dixson, 2015; Henrie et al., 2015; Moore & Shemberger, 2019).

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