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

2008 ◽  
Vol 51 (1) ◽  
pp. 318-336 ◽  
Author(s):  
Hyo-Jeong So ◽  
Thomas A. Brush
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Student Perceptions ◽  
Social Presence ◽  
Critical Factors

scholarly journals Using Blended Learning To Facilitate The Mathematical Thought Processes Of Primary School Learners In A Computer Laboratory: A Case Study In Calculating Simple Areas

2007 ◽  
Vol 4 (7) ◽  
Author(s):  
N. Naidoo ◽  
R. Naidoo
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Primary School ◽  
Blended Learning ◽  
South African ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Thought Processes ◽  
Grade 5

Primary school learners’ first encounters with mathematics in a traditional learning environment often create lifelong ‘math phobia.’(Papert 1980) The situation in a country emerging from an oppressive education system designed to educationally disempower the majority of the population is much worse. The typical scenario in a previously disadvantaged South African primary school is a classroom filled beyond capacity with the educator struggling to establish an effective learning environment. Thus the educator resorts to rote learning, drill and practice and ‘chalk and talk’ methods of teaching.  The individual needs and levels of learners are disregarded and blanket assessment methods are employed (Naidoo and Naidoo 2006b). Collaborative learning is minimal or non-existent. These traditional teaching strategies often disregard cultural and social factors, and pre-knowledge frames of learners.  Furthermore there is a dire shortage of qualified mathematics educators in the South African schooling system. Therefore there is an urgent need for alternative teaching and learning strategies to address the teaching of mathematics in primary schools. The introduction of networked computer laboratories to previously disadvantaged South African primary schools enables the use of computers as powerful tools to analyze the thought processes of learners during their early encounters with mathematics. A blended learning approach using a networked computing environment and LOGO mathematics to facilitate the teaching and learning of area in a Grade 5 class produced significantly higher grades and an enhanced learning experience, both for learners and the educator, as compared to a second Grade 5 class utilizing traditional teaching and learning methods only. This study entailed the use of software to promote collaborative learning encompassing both learner-learner and learner-educator interaction. Apart from the educator using the computer as a medium of instruction via the software, learners were allowed to actively provide input. Furthermore the software allowed the educator to view learners’ progress during activities and provide real-time input via the computer.

Exploring the Role of Mobile Learning in Global Education

2021 ◽  
pp. 1303-1315
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Global Education ◽  
Mobile Technologies ◽  
Easy Access ◽  
Current Trends

This chapter describes the current trends of mobile devices in education, the applications of mobile technologies in learning, the overview of Mobile Learning (m-learning), and the importance of m-learning in global education. M-learning encourages both blended learning and collaborative learning, thus allowing the learners at different locations to get in touch with their peers or others teams to discuss and learn. The m-learning environment is about access to content, peers, experts, portfolio artifacts, credible sources, and previous thinking on relevant topics. Given the convenience of m-learning, there is less time spent getting trained, and the overall costs are lowered as a results. With m-learning, learners are able to learn in their own style at their own pace. M-learning provides easy access to the learning at any place and any time, which is more convenient to the learners.

scholarly journals Virtual Classrom Design-for Blended Learning Environment

2020 ◽  
Author(s):  
Aditya Permadi
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Social Presence ◽  
Virtual Classroom ◽  
E Learning ◽  
Virtual Events

elearning dalam 1 dekade kebelakang masih kurang mendapatkan perhatian dari institusi pendidikan dan para pendidik khususnya tetapi saat ini pada masa pandemik covid-19 mewabah seluruh negara di dunia yang mengharuskan semua manusia menjaga jarak sosial hampir disemua sektor berimbas pada semua sektor termasuk sektor pendidikan. Virtual classroom yang merupakan bagian dari e-learning dapat memberikan solusi sebagai media pembelajaran jarak jauh. Virtual classroom dapat berjalan efektif dan sukses dengan syarat pendidik dapat menerapkan 7 Prinsip dasar virtual classroom yang terdiri dari pre-engineering, diverse delivery media complement one another, good virtual events are explicitly job relevant, learning is interactive, social presence promotes learning, modalitas visual dan verbal yang sesuai dapat empercepat pembelajaran, Beban kognitif harus dikelola di Semua topik pembelajaran. Dari penerapan 7 prinsip virtual classroom yang sangat dirasakan sulit untuk dilakukan adalah menggabungkan ketujuh prinsip dasar tersebut kedalam bentuk intruksi pembelajaran yang dituliskan oleh seorang pendidik. Maka dari itu implementasi virtual classroom diperlukan kebijakan dari institusi pendidikan terhadap pendidiknya.

The Use of Asynchronous Video Communication to Improve Instructor Immediacy and Social Presence in a Blended Learning Environment

2011 ◽  
pp. 38-57 ◽  
Author(s):  
Jered Borup ◽  
Charles R. Graham ◽  
Andrea Velasquez
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Social Presence ◽  
Online Instruction ◽  
Video Communication ◽  
Minimum Amount ◽  
Video Communications ◽  
Face To Face ◽  
Instructor Immediacy ◽  
Face To Face Instruction

Instructors in a blended learning format struggle to find an effective balance between face-to-face instruction that is high in fidelity and online instruction that is high in flexibility. This chapter presents three cases where asynchronous video communication was used to help offer students instruction high in fidelity and flexibility. Although the medium for sharing asynchronous video varied between the three cases, findings indicate that video was a useful tool to improve instructor immediacy and/or social presence with a minimum amount of face-to-face instruction. The instructors in all three cases saw asynchronous video communications as an effective way to communicate with students, and the majority of students responded positively to asynchronous video communications.

Investigation of Higher Education Student Perceptions of Social Presence and Motivations in Online Learning Environments

2022 ◽  
pp. 341-362
Author(s):  
Murat Çoban
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environment ◽  
Education Student ◽  
Online Learning Environments ◽  
The Social

This chapter determines the social presence perceptions and motivation levels of higher education students participating in the online learning environment and reveals the possible causes that affect these variables. According to the findings obtained from the study in which the explanatory design was used among the mixed research methods, it was concluded that the social presence perceptions of the participants were lower compared to their motivation. Besides, it was found out that there is a positive relationship between social presence and motivation variables. According to the qualitative findings, the majority of the participants stated that they were not satisfied with distance education, encountered technical and hardware problems, and the online learning environment was not effective enough in the context of communication and interaction. The research results contribute to the literature in terms of the effectiveness of online learning environments.

Exploring the Role of Mobile Learning in Global Education

2017 ◽  
pp. 313-325
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Global Education ◽  
Mobile Technologies ◽  
Easy Access ◽  
Current Trends

This chapter describes the current trends of mobile devices in education, the applications of mobile technologies in learning, the overview of Mobile Learning (m-learning), and the importance of m-learning in global education. M-learning encourages both blended learning and collaborative learning, thus allowing the learners at different locations to get in touch with their peers or others teams to discuss and learn. The m-learning environment is about access to content, peers, experts, portfolio artifacts, credible sources, and previous thinking on relevant topics. Given the convenience of m-learning, there is less time spent getting trained, and the overall costs are lowered as a results. With m-learning, learners are able to learn in their own style at their own pace. M-learning provides easy access to the learning at any place and any time, which is more convenient to the learners.

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