scholarly journals Individual Differences in Perceptions of Social Presence: Exploring the Role of Personality in Online Distance Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 188-201
Author(s):  
Joshua Weidlich ◽  
Karel Kreijns ◽  
Theo J. Bastiaens
Keyword(s):  
Distance Learning ◽  
Individual Differences ◽  
Social Presence ◽  
Big Five Personality ◽  
Education Students ◽  
Online Distance Education ◽  
Trait Level ◽  
Online Distance Learning ◽  
Online Distance

Abstract Social presence is a central concept relating to interpersonal aspects in online distance learning. However, the conditions and determinants of its emergence are not yet fully understood. As a construct rooted in social psychology, the potential of individual differences predicting perceptions of social presence has been largely neglected, thus, constituting a gap in our understanding. In a sample of 201 online distance education students, the merits of a trait-level view of social presence were investigated. To this end, personality was assessed using the Big Five personality inventory, exploring both a dimensional and a typological approach. Results suggest that specific personality typologies may be more prone to perceptions of social presence, thus calling for an extension of our theoretical modeling of the construct.

scholarly journals Value Development at Online Distance Learning University

2006 ◽  
Vol 1 (3) ◽  
pp. 28-41
Author(s):  
Malgorzata Pankowska
Keyword(s):  
Distance Learning ◽  
Case Studies ◽  
Value Creation ◽  
Online Distance Education ◽  
It Architecture ◽  
Educational Processes ◽  
Organization Strategy ◽  
Online Distance Learning ◽  
Online Distance ◽  
Development Resource

The paper covers different interpretations of Online Distance Learning (ODL) organization and explanation of current managerial theories that have impact on its development. In the paper, two research methods have been applied i.e. case studies and literature interpretation. First, author presents case studies and delivers characteristics of the four case studies of ODL institutions project development. In the main part of the paper, basing on the case studies and literature studies, author delivers the model of value creation and sharing at ODL university. Author argues that ODL university value creation demands a completely new approach towards educational processes. Their development requires knowledge and relationship management, IT architecture development, resource management by contracts, standardization for controllability, compatibility and interoperability. The paper contains a review of standards applicable in online distance education organizations. Author concludes that proposed value development model is important for ODL organization strategy management.

scholarly journals Monochronic Vs. Polychronic: A Profile of Academic Time Use Among Online Distance Education Students

2020 ◽  
pp. 444-453
Author(s):  
Ana Maria Neves ◽  
Lina Morgado
Keyword(s):  
Distance Learning ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Time Use ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Distance Education ◽  
Academic Time ◽  
Online Distance Learning ◽  
Online Distance

The results presented are part of a doctoral thesis which is being finalized. The research is centred on the online distance learning student experience in higher education, considering the variable time management, its relationship with technologies, and the virtualization of teaching and learning. Exploratory in nature, the research takes the form of a case study using a mixed methodology. One of the main objectives of the study is to contribute to the construction of a theoretical framework on the distance learning student time variable. We present a profile of academic time use by e-students (monochronic or polychronic) and suggest an intermediate profile. The conclusions point out that the profile of academic time use varies according to the degree of the course attended. It was found that undergraduate students show a more polychronic profile than masters and doctoral students.

With the Likeness and Voice of Mentor

2017 ◽  
pp. 435-459
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Learning Community ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Space ◽  
Real People ◽  
Online Distance Learning ◽  
Community Of Inquiry Framework ◽  
Online Distance ◽  
Communities Of Inquiry

Online distance learning environments are increasingly designed and facilitated using a Community of Inquiry framework, which promotes participant presence, encourages social interaction and exchange, and develops a sense of community. Communities of inquiry recognize the participation of real people, acknowledge their individuality, and engage them in a communal endeavor. However, sometimes communities of inquiry do not adequately meet the specific learning expectations and individual goals of participants. This chapter explores the author's quest to enhance a community of inquiry to make it more responsive to international students, skeptical about online distance learning and acutely focused on writing their undergraduate dissertations. The solution was to embed a one-on-one mentoring facility within the learning space thereby allowing students to receive personal guidance and support. The chapter considers Communities of Inquiry, social presence, and what is considered an innovative use of e-mentoring to support individuals within a broader learning community.

Encouraging engagement: video-conference augmentation of online distance learning environments

2020 ◽  
Vol 28 (3) ◽  
pp. 125-132
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Social Presence ◽  
Learning Experience ◽  
Video Conference ◽  
Learner Engagement ◽  
Content Type ◽  
Learner Performance ◽  
Learning Programs ◽  
Online Distance Learning ◽  
Online Distance

Purpose The purpose of this reflection on practice is to consider and attempt made by the present author to re-imagine online distance learning (ODL) environments to provide a greater opportunity for learner engagement. Design/methodology/approach ODL environments were augmented by video-conferencing to increase dialogue, instructor presence and a sense of instructor care, concern and guidance. The video-conference component was limited time-wise (40 min per weekly module) and aimed at explaining and integrating learning content and activities. The resulting courses were thus augmented and enhanced and not transformed into blended learning courses. Findings Preliminary feedback from video-conference discussions and learner reflective journals indicates that the innovation was well received by students and contributed significantly to their appreciation, satisfaction and overall engagement. Practical implications The augmentation is simple and effective. It may be an approach that is particularly relevant in designing and facilitating ODL environments in an era of uncertainty, disruption and far-reaching educational changes caused by the COVID-19 pandemic. Social implications The author argues that the introduction of an active learning component has significant implications for learner performance, satisfaction and persistence with distance learning programs. Originality/value Attempts to increase social presence and engagement are not uncommon in ODL. This particular approach is simple, easily enacted and has a perceived element of originality and innovation that appeals to learners. It is argued that it contributes significant value to the quality and outcomes of the distance learning experience.

scholarly journals Assessing Quality And Effectiveness In Fully Online Distance Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Michael Smith ◽  
Donald Macdonald
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Remote Communities ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
The Past ◽  
Online Distance Learning ◽  
Online Distance

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

scholarly journals User Behavioral Intention to Use Online Distance Learning (ODL): The Role of Self-Efficacy and Domain Knowledge

2021 ◽  
Vol 15 (18) ◽  
pp. 4
Author(s):  
Mohamad Rahimi Mohamad Rosman ◽  
Izzatil Husna Arshad ◽  
Mohamad Sayuti Md Saleh ◽  
Nurulannisa Abdullah ◽  
Faizal Haini Fadzil ◽  
...  
Keyword(s):  
Distance Learning ◽  
Behavioral Intention ◽  
Self Efficacy ◽  
Domain Knowledge ◽  
Intention To Use ◽  
User Intention ◽  
Online Distance Learning ◽  
Online Distance ◽  
Behavioral Intention To Use

<p class="0abstract"><span lang="EN-US">The rise of novel coronavirus 2019 has shifted the roles of education industry. Face-to-face have become a distant memory; students and educators are now heavily relying on the digital communication. Application such as Google Meet, Webex, Webinar, Stream Yard, Zoom, and many more have become the new norm among educators and students. However, the sudden dependency on the digital technologies raises a question on the user intention to use this new digital technology. Therefore, the objective of this study is to determine the role of self-efficacy and domain knowledge towards user behavioral intention to use online distance learning. An instrument was developed by adopting to previous instruments and was analyze using Statistical Package for Social Science and SmartPLS for inferential analysis. Findings shows that the exogenous variables are capable to explained between 47.8% to 68.1% of the endogenous variables.</span></p>

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