scholarly journals EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Jennifer C. Richardson ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Perceived Learning ◽  
College Credits ◽  
Immediacy Behaviors ◽  
Correlational Design ◽  
Perceived Satisfaction ◽  
Instructor Satisfaction

Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course. Teacher immediacy behaviors and the presence of others are especially important issues for those involved in delivering online education. This study explored the role of social presence in online learning environments and its relationship to students’ perceptions of learning and satisfaction with the instructor. The participants for this study were students who completed Empire State College’s (ESC) online learning courses in the spring of 2000 and completed the end of semester course survey (n=97). A correlational design was utilized. This study found that students with high overall perceptions of social presence also scored high in terms of perceived learning and perceived satisfaction with the instructor. Students’ perceptions of social presence overall, moreover, contributed significantly to the predictor equation for students’ perceived learning overall. Gender accounted for some of the variability of students’ overall perception of social presence, while age and number of college credits earned did not account for any of the variability.

scholarly journals An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

2018 ◽  
Vol 12 (7) ◽  
pp. 70
Author(s):  
Hueyzher Ng ◽  
Sakina Sofia Baharom
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Quantitative Methods ◽  
Online Courses ◽  
Secondary School Teachers ◽  
College Level ◽  
Mixed Methods Design ◽  
Self Regulated Learning ◽  
Students Satisfaction

The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS.  The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

scholarly journals The perceived satisfaction with emergency remote teaching (ERT) amidst COVID-19: An exploratory case study in higher education

2021 ◽  
Vol 23 (5) ◽  
pp. 116-130
Author(s):  
K. Fuchs ◽  
S. Karrila
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Descriptive Analysis ◽  
Practical Significance ◽  
Global Pandemic ◽  
Perceived Satisfaction ◽  
Traditional Classroom Teaching ◽  
Socio Demographic Factors

Introduction. Online learning is a well-established pedagogical paradigm that has been researched and discussed from a number of perspectives. Educators associate a variety of opportunities and challenges with online education, and recently an unprecedented global pandemic, COVID-19, made traditional classroom teaching temporarily impossible. Emergency remote teaching (ERT) is a newly emerging sub-paradigm that possesses characteristics and challenges that differ from traditional online learning.Methodology and research methods. This study quantitatively examined undergraduate students' (n = 219) perspectives on the most important attributes that are associated with ERT. Moreover, the students' satisfaction with ERT was assessed, and the relationships between socio-demographic factors were analysed.Results and scientific novelty. A descriptive analysis revealed that most students preferred a traditional on-site classroom arrangement, while they were satisfied with the alternative ERT having fully virtual delivery. Also, the study highlighted that the students rated being knowledgeable, friendly, and patient as the most important characteristics of their lecturer in these unusual circumstances.Practical significance. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

Flying SOLO for Student Success

2015 ◽  
pp. 244-265
Author(s):  
Regina L. Garza Mitchell ◽  
Gina L. Cano-Monreal
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Success ◽  
Technical College ◽  
Online Courses ◽  
First Year Experience ◽  
First Year ◽  
Student Preparedness ◽  
Low Socioeconomic ◽  
Global Workforce

This chapter describes how one innovative practice evolved to become an integral part of the college's efforts to increase student preparedness and success in courses so that they will be employable and competitive in the global workforce. Texas State Technical College Harlingen aimed to enhance student success in online education through implementing a mandatory class, Student Online Learning Orientation, for new online students. The course was developed as the result of faculty research and recommendations regarding online learning at the college. The majority of students at the college are underprepared and from low socioeconomic backgrounds, putting them at a disadvantage in taking these courses. Rather than a barrier to taking online classes, the goal of this class is to provide students with the necessary tools and skills to be successful. Results of the program show an increase in persistence and completion of online courses, and the course has become an integral part of the college's training and first-year experience for all students.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

A Mixed Methods Examination of Instructor Social Presence in Accelerated Online Courses

2016 ◽  
pp. 147-159 ◽  
Author(s):  
Patrick Ryan Lowenthal
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Multiple Methods ◽  
Online Learning Environments ◽  
Future Studies ◽  
Computer Mediated ◽  
Being There

Social Presence theory seeks to explain how people present themselves as being “there” and “real” while using a communication medium. Most studies on social presence focus on how students present themselves and/or are perceived as being “there” and “real” in computer-mediated environments. However, to date, very few studies have focused on how instructors establish and maintain their own social presence in online learning environments. The following study explored the phenomenon of instructor social presence in accelerated online courses. The results suggest that the construct of presence is more complicated than previously thought and that future studies should employ multiple methods to further explore the concept of instructor social presence.

The Human Element MOOC

2016 ◽  
pp. 1736-1755
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

A Mixed Methods Examination of Instructor Social Presence in Accelerated Online Courses

2016 ◽  
pp. 949-963
Author(s):  
Patrick R. Lowenthal
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Multiple Methods ◽  
Online Learning Environments ◽  
Future Studies ◽  
Computer Mediated ◽  
Being There

Social Presence theory seeks to explain how people present themselves as being “there” and “real” while using a communication medium. Most studies on social presence focus on how students present themselves and/or are perceived as being “there” and “real” in computer-mediated environments. However, to date, very few studies have focused on how instructors establish and maintain their own social presence in online learning environments. The following study explored the phenomenon of instructor social presence in accelerated online courses. The results suggest that the construct of presence is more complicated than previously thought and that future studies should employ multiple methods to further explore the concept of instructor social presence.

scholarly journals Increasing Social Presence in Online Learning through Small Group Discussions

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Mete Akcaoglu ◽  
Eunbae Lee
Keyword(s):  
Online Learning ◽  
Small Group ◽  
Group Size ◽  
Social Presence ◽  
Social Space ◽  
Online Courses ◽  
Group Versus ◽  
Online Discussions ◽  
Group Discussions ◽  
Small Group Discussions

Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3.507, p = .001; social space, t(29) = 3.074, p = .005; and group cohesion, t(32) = 3.550, p = .001. We discuss how placing students in small and permanent discussion groups can augment social presence. Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions.

scholarly journals Social Presence in Massive Open Online Courses

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Oleksandra Poquet ◽  
Vitomir Kovanović ◽  
Pieter De Vries ◽  
Thieme Hennis ◽  
Srećko Joksimović ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Courses ◽  
Group Cohesion ◽  
Massive Open Online Courses ◽  
Interpersonal Interactions ◽  
Massive Open Online ◽  
Body Of Knowledge ◽  
Peculiar Nature ◽  
Strong Group

The capacity to foster interpersonal interactions in massive open online courses (MOOCs) has frequently been contested, particularly when learner interactions are limited to MOOC forums. The establishment of social presence—a perceived sense of somebody being present and “real”—is among the strategies to tackle the challenges of online learning and could be applied in MOOCs. Thus far, social presence in MOOCs has been under-researched. Studies that previously examined social presence in MOOCs did not account for the peculiar nature of open online learning. In contrast to the existing work, this study seeks to understand how learners perceive social presence, and the different nuances of social presence in diverse MOOC populations. In particular, we compare perceptions of social presence across the groups of learners with different patterns of forum participation in three edX MOOCs. The findings reveal substantial differences in how learners with varying forum activity perceive social presence. Perceptions of social presence also differed in courses with the varying volume of forum interaction and duration. Finally, learners with sustained forum activity generally reported higher social presence scores that included low affectivity and strong group cohesion perceptions. With this in mind, this study is significant because of the insights into brings to the current body of knowledge around social presence in MOOCs. The study’s findings also raise questions about the effectiveness of transferring existing socio-constructivist constructs into the MOOC contexts.

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