"Investigating the Relationship among Perceived Social Presence, Achievement, Satisfaction and Learning Persistence in e-Learning Environment"

2006 ◽  
Vol 22 (4) ◽  
pp. 1-27 ◽  
Author(s):  
Myunghee Kang ◽  
Min Jeong Kim
Keyword(s):  
Learning Environment ◽  
Social Presence ◽  
E Learning ◽  
Perceived Social Presence ◽  
The Relationship

Case Study

2012 ◽  
pp. 258-280 ◽  
Author(s):  
Juha Leino
Keyword(s):  
Social Behavior ◽  
Social Presence ◽  
Questionnaire Data ◽  
Undergraduate Level ◽  
Reading Materials ◽  
Student Questionnaire ◽  
E Learning ◽  
Perceived Social Presence ◽  
New Challenges

As recommender systems are making inroads to e-learning, the new ecosystem is placing new challenges on them. This Chapter discusses the author’s experiences of adding recommender features to additional reading materials listing page in an undergraduate-level course. Discussion is based on use-log and student questionnaire data. Students could both add materials to lecture readings and peer-evaluate the pertinence of the materials by rating and commenting them. Students were required to add one material and rate five as part of the course requirements. Overall, students perceived the system as useful and did not resent compulsoriness. In addition, perceived social presence promoted social behavior in many students. However, many students rated materials without viewing them, thus undermining the reliability of aggregated ratings. Consequently, while recommenders can enhance the e-learner experience, they need to be robust against some students trying to get points without earning them.

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.

scholarly journals Relationship between learning outcomes and online accesses

2004 ◽  
Vol 20 (3) ◽  
Author(s):  
Pannee Suanpang ◽  
Peter Petocz ◽  
Anna Reid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning System ◽  
Clear Relationship ◽  
Online Learning Environment ◽  
Online Study ◽  
Business Statistics ◽  
E Learning ◽  
The Relationship

<span>This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by final results. While the results do not establish a direct casual connection, they indicate that under appropriate conditions a component of online study provides significant benefits to learning. In this, it contrasts with the results of recent studies that find no relationship between access and results. Quotes taken from interviews with some of the students illuminate the relationship between the online learning environment and their own learning.</span>

E-learning satisfaction and retention: a concurrent perspective of cognitive absorption, perceived social presence and technology acceptance model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maruf Gbadebo Salimon ◽  
Sany Mohd Mokhtar Sanuri ◽  
Olayemi Abdullateef Aliyu ◽  
Selvan Perumal ◽  
Maha Mohammed Yusr
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Social Presence ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Content Type ◽  
Cognitive Absorption ◽  
E Learning ◽  
Perceived Social Presence ◽  
Acceptance Model

Purpose The purpose of this study is to concurrently test the effect of cognitive absorption and perceived social presence on technology acceptance model core variables, e-satisfaction and e-retention among undergraduate students of Northern Malaysian public universities. Design/methodology/approach To empirically test the model, the authors developed quantitative research by collecting data from 730 undergraduate students of public universities in the Northern states of Malaysia. Partial least squares–structural equation modeling was used to analyze the data. Findings The results of the study reveal that cognitive absorption has a direct significant and positive effect on perceived usefulness and perceived ease of use of e-learning platforms and an indirect effect on e-satisfaction and e-retention. Equally, perceived social presence has a direct positive and significant effect on perceived ease of use and an indirect effect on e-satisfaction and e-retention, while e-satisfaction positively and significantly influences electronic retention. However, perceived social presence has an insignificant effect on perceived usefulness. Practical implications The findings of this study provide insights to practitioners, academia and university management, policymakers, designers and marketers on how to use the selected variables to improve the e-learning systems generally, and LearningZone Moodle in particular. Originality/value Several studies have been conducted in the domain of electronic learning; none of them, however, concurrently linked cognitive absorption and perceived social presence with technology acceptance model core factors to predict e-satisfaction and e-retention using LearningZone Moodle. This study helps the research community to fill this gap as the literature lacks a concerted discussion concerning these variables to significantly predict e-satisfaction and e-retention in an online learning context.

Social Presence in an Online Learning Environment

2010 ◽  
pp. 656-673 ◽  
Author(s):  
Susan J. Crim ◽  
Thomas G. Reio
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Social Presence ◽  
Online Courses ◽  
Educational Environment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Learning Research ◽  
The Relationship

Limited studies on social presence in online learning do not lend themselves to understanding its effects on student learning. Research indicates a heightened need for examining the relationship between social presence and perceived learning and satisfaction as well as retention in online courses. Incorporating social presence into online courses might promote better learning. Further research on learning in an online environment is necessary to guide educators in delivering the best educational environment.

scholarly journals Investigating the interplay between social presence, motivation, and knowledge sharing behaviour in virtual learning environment

2021 ◽  
Vol 10 (6) ◽  
pp. 317-328
Author(s):  
Putra Endi Catyanadika
Keyword(s):  
Learning Environment ◽  
Intrinsic Motivation ◽  
Knowledge Sharing ◽  
Social Presence ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Partial Least Square ◽  
Least Square ◽  
Positive Effects ◽  
The Relationship

This study investigates the interplay between social presence, motivation, and knowledge sharing behaviour in the virtual learning environment. Sample for this research were 150 university students participated in online class sessions. A quantitative analysis was conducted by Structural Equation Modelling (SEM) with Partial Least Square (PLS) methods. The result showed that (1) there are positive effects between social presence on intrinsic motivation and knowledge sharing behaviour, (2) there is a positive effect between intrinsic motivation and knowledge sharing behaviour, (3) intrinsic motivation partially mediated the relationship between social presence and knowledge sharing behaviour, and (4) extrinsic motivation acts as predictor moderator on the relationship between social presence, intrinsic motivation, and knowledge sharing behaviour. These results implied the importance of students’ motivation and social presence perception to foster knowledge sharing in the mediated learning environment.

Interface Design for Social Interaction in E-Learning Environments

2010 ◽  
pp. 72-93 ◽  
Author(s):  
Luciane Maria Fadel ◽  
Mary C. Dyson
Keyword(s):  
Social Interaction ◽  
Learning Environments ◽  
Social Presence ◽  
Interface Design ◽  
Design Constraints ◽  
Key Factor ◽  
E Learning ◽  
Research Findings ◽  
Perceived Social Presence ◽  
Text Images

This chapter concerns the contribution of the interface design to social interaction in e-learning environments. More specifically this chapter focuses on the design of social facilities in the interface that are intended to motivate and sustain the process of communication among students. Although there are design constraints in creating an environment capable of supporting social interaction, previous research findings indicate that social presence is a key factor for social interaction. In addition, previous research has pointed out that social presence is affected by individual, social response and media variables, suggesting that an interface design might enhance social presence. This chapter explores the interface design by investigating how placing an emphasis on interaction facilities and incorporating text, images and animation affects students’ experiences of interacting with each other. The overall conclusion is that the interface design can increase the number of interactions and enhance the perceived social presence in e-learning environments.

Influence of psychological safety and social presence on knowledge sharing behavior in higher education online learning environment

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Putra Endi Catyanadika ◽  
Jay Rajasekera
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Knowledge Sharing ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Online Learning Community ◽  
Content Type ◽  
The Relationship

Purpose The absence of physical interactions in online learning environment brings psychological influences on learning participants in interacting and sharing knowledge with others, such as ignorance of other member’s presence and insecurity to share something in online environment. The purpose of this research was to examine the knowledge sharing behavior (KSB) by online learning community members in terms of their psychological safety (PS) and social presence (SP) perceptions. In addition, this research also identified the influence of PS to promote SP and the mediation impact of SP in the relationships between PS and KSB. Design/methodology/approach The data were gathered through self-administered questionnaire distributed to 133 online class members at a university in Indonesia where online learning has created a new learning experience. To represent key behavioral attributes, 12 items were used to represent PS, SP and KSB. The relationships among the variables were analyzed using the structural equation modelling method. Findings The result showed that PS positively influenced SP and KSB. SP also brought a positive impact on promoting KSB and fully mediated the relationship between PS and KSB. Research limitations/implications The result may not have fully captured the reflection of the influencing factors of KSB, as this research focused only on two psychological factors, namely, PS and SP. The research may be further enriched by including additional factors and expanding the data collection to include more online learning institutions. Practical implications The results implied the importance of PS and SP perception to promoting KSB in online learning environments. The results highlighted an important message to universities and schools to be more concerned on students’ feeling safe personally and students’ awareness of others’ presence to maximize knowledge sharing activities in online class environment. Originality/value This paper revealed the importance of PS and SP to promote KSB in the higher education online learning community. To the best of the researchers’ knowledge, this is the first study to link PS and SP to KSB and identify the importance of the mediation effect of SP on the relationship between PS and KSB specifically in higher education online learning environment.

scholarly journals Connect With Me. Exploring Influencing Factors in a Human-Technology Relationship Based on Regular Chatbot Use

2021 ◽  
Vol 3 ◽  
Author(s):  
Lara Christoforakos ◽  
Nina Feicht ◽  
Simone Hinkofer ◽  
Annalena Löscher ◽  
Sonja F. Schlegl ◽  
...  
Keyword(s):  
Social Presence ◽  
Social Connectedness ◽  
Technology Development ◽  
Future Research ◽  
Need To Belong ◽  
Physical And Mental Health ◽  
Perceived Social Presence ◽  
The Relationship ◽  
Interaction Intensity

Companion technologies, such as social robots and conversational chatbots, take increasing responsibility for daily tasks and support our physical and mental health. Especially in the domain of healthcare, where technologies are often applied for long-term use, our experience with and relationship to such technologies become ever more relevant. Based on a 2-week interaction period with a conversational chatbot, our study (N = 58) explores the relationship between humans and technology. In particular, our study focuses on felt social connectedness of participants to the technology, possibly related characteristics of technology and users (e.g., individual tendency to anthropomorphize, individual need to belong), as well as possibly affected outcome variables (e.g., desire to socialize with other humans). The participants filled in short daily and 3 weekly questionnaires. Results showed that interaction duration and intensity positively predicted social connectedness to the chatbot. Thereby, perceiving the chatbot as anthropomorphic mediated the interrelation of interaction intensity and social connectedness to the chatbot. Also, the perceived social presence of the chatbot mediated the relationship between interaction duration as well as interaction intensity and social connectedness to the chatbot. Characteristics of the user did not affect the interrelations of chatbot interaction duration or intensity and perceived anthropomorphism or social presence. Furthermore, we did not find a negative correlation between felt social connectedness of users to the technology and their desire to socialize with other humans. In sum, our findings provide both theoretical and practical contributions. Our study suggests that regular interaction with a technology can foster feelings of social connectedness, implying transferability of dynamics known from interpersonal interaction. Moreover, social connectedness could be supported by technology design that facilitates perceptions of anthropomorphism and social presence. While such means could help to establish an intense relationship between users and technology and long-term engagement, the contexts in which anthropomorphic design is, actually, the means of choice should be carefully reflected. Future research should examine individual and societal consequences to foster responsible technology development in healthcare and beyond.

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