scholarly journals Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Mei Jiang ◽  
Katie Koo
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Community ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Learning Community ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework posits that a collaborative online teaching and learning process can be achieved through three interdependent dimensions of presence: cognitive presence, social presence, and teaching presence. Emotion is considered an important factor in successful online learning. This study explored non-traditional graduate students’ perceived emotional presence that emerged in participants’ online learning experiences. Based on quantitative and qualitative data from 45 non-traditional graduate students in the field of education, the study showed that participants demonstrated both positive emotional expressions (e.g., enjoyment and happiness) and negative expressions (e.g., frustration and disappointment) in their responses. Emotional presence ratings were found be significantly lower than cognitive, teaching, and social presence ratings. Emotions serving different functions were also identified in responses. Direct affectiveness surfaced where participants showed a strong emotional need to make connections with instructors and peers. Outcome emotions were also identified where participants showed emotional responses in regard to their eventual learning outcome. We also found emotional presence by itself a significant predictor of non-traditional graduate students’ satisfaction with online learning. Implications for research and practice are discussed.

Expanding the CoI

2013 ◽  
pp. 429-445 ◽  
Author(s):  
Sebastián Romualdo Díaz
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Knowledge Communities ◽  
Online Teaching And Learning ◽  
Parallel Processes

This chapter explores how the foundational principles of the Community of Inquiry survey can be used to assess and evaluate parallel processes for Knowledge Workers, given that online teaching and learning is quite similar to “online working.” The phenomenon analogous to teaching presence in online learning is a knowledge worker’s ability to create and disseminate knowledge. Communities of Practice provide a measurable phenomenon analogous to social presence. Finally, data-driven decision-making’s use for evaluation, coupled with innovation, serves as a phenomenon parallel to cognitive presence. Together, these three measures, developed in parallel with teaching, social and cognitive presence, provide an effective framework for evaluating online work, which is quite similar to online learning.

Bridging the Social and Teaching Presence Gap in Online Learning

2015 ◽  
pp. 158-182 ◽  
Author(s):  
Bei Zhang
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Negative Impact ◽  
Teaching Presence ◽  
Human Beings ◽  
Web Conferencing ◽  
Combined Use ◽  
The Social ◽  
Students Satisfaction

Feelings of disconnection and isolation from teachers and other classmates could have a major negative impact on students' satisfaction and success when learning online. This chapter describes how a variety of Web 2.0 tools have been used to establish and maintain teaching and social presence in online learning. Rather than limiting contact to the virtual world created by well-designed interfaces of learning management system platforms, the creative use of Web conferencing in online teaching not only brings students and teachers together as real human beings but also generates interactions that create more interest and higher engagement. The combined use of synchronous and asynchronous tools, together with mobile devices, has made online learning more flexible, accessible, and credible.

scholarly journals The COVID-19 Period: A Crisis for on-Site Learning or an Opportunity for Optimal Distance Learning? Examination of Student Attitudes

2021 ◽  
Vol 10 (3) ◽  
pp. 27
Author(s):  
Miri Ben-Amram ◽  
Nitza Davidovitch
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Student Attitudes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cognitive Presence ◽  
Educational Systems ◽  
Innovative Learning ◽  
Temporary Solution ◽  
Learning At Home

This study, which explores student attitudes to online learning, is based on a psychoanalytic theory (Existence-relatedness-growth, ERG) on relatedness and growth, developed by American psychologist Clayton Alderfer. The purpose of the study was to examine whether online learning is merely a short-term temporary solution necessitated by the COVID-19 crisis, or will it enable a transformation of teaching and learning patterns in educational systems in the post-COVID era? What is students’ personal preference regarding online learning after having inadvertently experienced it? What dimension of online teaching was meaningful for them: social presence, instructional-cognitive presence, emotional-personal presence? The research population consisted of 306 students, with a mean age of 15.5. Only 85% of the students who participated in the study had technological resources for online learning at home. About 41% of the students preferred lessons that combine online teaching with frontal teaching in the classroom. In addition, the dimensions of online teaching reported by students as meaningful were, in descending order, social presence (M = 3.54), emotional-personal presence (M = 2.96), and instructional-cognitive presence (M = 2.73). The research findings might have an effect on policy makers in education with regard to maintaining an “innovative pedagogy” aimed at shaping students’ image in order to prepare them for the new post-COVID era. In this period of global crisis, online learning afforded students innovative learning, where students enhanced their awareness of the significance of social presence, which was more meaningful than the dimension of instructional-cognitive presence. The significance of interpersonal interaction in teaching and learning received support, more so than ever before.

scholarly journals A Proposed Framework for the Growth of Online Learning Communities

2021 ◽  
Author(s):  
Nevine Mahmoud Fayek El Souefi
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Social Presence ◽  
Teaching And Learning ◽  
Emotional Engagement ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Use Of Technology ◽  
Challenges And Opportunities

AbstractThe abrupt shift to full online learning due to COVID-19, displaced students and teachers, created multiple barriers in teaching and learning, and caused some instructors not being able to build and maintain an online learning community. This situation resulted in students’ detachment from their instructor and peers causing lack of motivation and increase of failure chances. First the paper explores the challenges and opportunities of building and online learning community highlighting the needs, and reviewes some past frameworks in the field. Second, a framework is proposed that identifies four factors that help the growth of online learning communities. Those facots are; teacher presence, social presence, cognitive presence and students’ emotional engagement. Further the framework  specifies type of actions and activities that teachers/instructors should be adopting throughout the course.  The paper adds to the growing knowledge on Coronavirus effects on the educational sector and highlights the need for the efficeint use of technology in education.

Tools and Methods for Supportiing Online Learning Communities and Their Evaluation

2011 ◽  
pp. 215-237 ◽  
Author(s):  
Maria Rigou ◽  
Spiros Sirmakessis ◽  
Dimitris Stavrinoudis ◽  
Michalis Xenos
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Teaching ◽  
Teaching And Learning ◽  
General Purpose ◽  
Specific Domain ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Quality Aspects

Scientific observation during the last years has indicated that learning on the web in many cases is accompanied and promoted by the creation and maintenance of an online learning community. The goal of this chapter is to define and describe the notion of online communities, describe their types and core functionalities, and focus on the specific domain of online learning communities. More specifically, it presents an overall categorization of the technological tools used for supporting online learning communities and suggests a set of general-purpose evaluation methods suitable for assessing quality aspects of these tools, along with a method for the statistical analysis of the derived data. The chapter concludes with a discussion on foreseen future trends concerning ways to enhance the everyday life of OLC inhabitants and upgrade the effect of online teaching and learning.

scholarly journals THE COVID-19 PERIOD: A CRISIS FOR ON-SITE LEARNING OR AN OPPORTUNITY FOR OPTIMAL DISTANCE LEARNING? EXAMINATION OF STUDENTS’ ATTITUDES

2021 ◽  
Vol 1 (193) ◽  
pp. 383-391
Author(s):  
Nitza Davidovitch ◽  
◽  
Miri Ben Amram ◽  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Student Attitudes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cognitive Presence ◽  
Educational Systems ◽  
Innovative Learning ◽  
Students Attitudes ◽  
Learning At Home

This study, which explores student attitudes to online learning, is based on a psychoanalytic theory (Existence-relatedness-growth, ERG) on relatedness and growth, developed by American psychologist Clayton Alderfer. The purpose of the study was to examine whether online learning is merely a short-term temporary solution necessitated by the COVID-19 crisis, or will it enable a transformation of teaching and learning patterns in educational systems in the post-COVID era? What is students’ personal preference regarding online learning after having inadvertently experienced it? What dimension of online teaching was meaningful for them: social presence, instructional-cognitive presence, emotional-personal presence? The research population consisted of 306 students, with a mean age of 15.5. Only 85% of the students who participated in the study had technological resources for online learning at home. About 41% of the students preferred lessons that combine online teaching with frontal teaching in the classroom. In addition, the dimensions of online teaching reported by students as meaningful were, in descending order, social presence, emotional­personal presence, and instructional-cognitive presence. The research findings might have an effect on policy makers in education with regard to maintaining an "innovative pedagogy" aimed at shaping students’ image in order to prepare them for the new post-COVID era. In this period of global crisis, online learning afforded students innovative learning, where students enhanced their awareness of the significance of social presence, which was more meaningful than the dimension of instructional-cognitive presence. The significance of interpersonal interaction in teaching and learning received support, more so than ever before.

Collaborative Learning in Co-Created Digital Space

2021 ◽  
pp. 197-214
Author(s):  
Roland van Oostveen ◽  
William J. Hunter ◽  
Elizabeth A. Childs ◽  
Wendy Barber ◽  
Julianne Gerbrandt
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Community ◽  
Social Presence ◽  
Empirical Studies ◽  
Empirical Work ◽  
Complex Problem ◽  
Cognitive Presence ◽  
Online Learning Community ◽  
Social Negotiation

The growing global attention to online learning, particularly in light of COVID-19, has spurred interest in systematic, robust, and pedagogically sound approaches to online learning like the fully online learning community (FOLC) model. FOLC consists of three overlapping dimensions—social presence, cognitive presence, and collaborative learning—which can function within fully online or hybrid digital spaces. FOLC thus supports the establishment of vibrant online learning communities. This chapter extends prior theoretical and empirical work on FOLC and highlights supportive and challenging academic interactions. Readiness to work within FOLC environments requires developing a range of 21st century competencies, such as complex problem solving and social negotiation, to effectively use the selected digital affordances and collaborate with others. These abilities and potential readiness interventions are addressed here as an intrinsic part of the model. The chapter concludes with reports of several empirical studies that explore the efficacy of the FOLC model.

scholarly journals COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Yui-yip Lau ◽  
Yuk Ming Tang ◽  
Ka Yin Chau ◽  
Lina Vyas ◽  
Andres Sandoval-Hernandez ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Community ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Academic Disciplines ◽  
Significant Difference

The COVID-19 pandemic has brought a tremendous impact on the pedagogy and learning experience of students in sub-degree education sector of Hong Kong. Online learning has become the “sole” solution to deal with student learning challenges during this chaotic period. In this study, we explore online learning for sub-degree students by using a community of inquiry (CoI). As such, confirmatory factor analysis (CFA) was conducted on survey data gathered from 287 sub-degree students from the business and engineering disciplines. Results indicated that the network speed for online education determines the perceived cognitive presence, social presence, and teaching presence of students, whereas gender and academic disciplines of students are not moderating factors that create a significant difference in perceived cognitive presence, social presence, and teaching presence of students. Our study findings for creating and sustaining a purposeful online learning community are highlighted.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

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