scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/4061 ◽  
2018 ◽  
Vol 17 ◽  
pp. 103-126 ◽  
Author(s):  
Gila Cohen Zilka ◽  
Revital Cohen ◽  
Ilan Rahimi
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Is there a correlation between teacher presence and social presence on one hand, and the perception of threat and challenge, motivation, and self-efficacy on the other in students studying in VCs and BCs? Findings: A link was found between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, it was found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendations for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

scholarly journals Self-efficacy, Challenge, Threat and Motivation in Virtual and Blended Courses on Multicultural Campuses

10.28945/4189 ◽  
2019 ◽  
Keyword(s):  
Self Efficacy ◽  
Equal Opportunity ◽  
The Other ◽  
Orthodox Jewish ◽  
Future Research ◽  
Blended Courses ◽  
Arab Students ◽  
Challenge And Threat ◽  
Negative Feelings ◽  
Blended Course

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this study was to examine the sense of challenge and threat, negative feelings, self-efficacy, and motivation among students in a virtual and a blended course on multicultural campuses and to see how to afford every student an equal opportunity to succeed in academic studies. Background: Most academic campuses in Israel are multicultural, with a diverse student body. The campuses strive to provide students from all sectors, regardless of nationality, religion, etc., the possibility of enjoying academic studies and completing them successfully. Methodology: This is a mixed-method study with a sample of 484 students belonging to three sectors: general Jewish, ultra-orthodox Jewish, and Arab. Contribution: This study’s findings might help faculty on multicultural campuses to advance all students and enable them equal opportunity to succeed in academic studies. Findings: Significant sectorial differences were found for the sense of challenge and threat, negative feelings, and motivation. We found that the sense of challenge and level of motivation among Arab students was higher than among the ultra-orthodox Jewish students, which, in turn, was higher than among the general Jewish student population. On the other hand, we found that the perception of threat and negative feelings among Arab students were higher than for the other two sectors for both the virtual and the blended course. Recommendations for Practitioners: Significant feedback might lessen the sense of threat and the negative feelings and be a meaningful factor for the students to persevere in the course. Intellectual, emotional, and differential feedback is recommended. Not relating to students’ difficulties might lead to a sense of alienation, a lack of belonging, or inability to cope with the tasks at hand and dropout from the course, or even from studies altogether. A good interaction between lecturer and student can change any sense of incompetence or helplessness to one of self-efficacy and the ability to interact with one’s surroundings. Recommendations for Researchers: Lecturers can reduce the sense of threat and negative feelings and increase a student’s motivation by making their presence felt on the course website, using the forums to manage discussions with students, and enabling and encouraging discussion among the students. Impact on Society: The integration of virtual learning environments into the learning process might lead to the fulfilment of an educational vision in which autonomous learners realize their personal potential. Hence they must be given tasks requiring the application of high learning skills without compromise, but rather with differential treatment of students in order to reduce negative feelings and the sense of threat, and to reduce the transactional distance. Future Research: Further studies should examine the causes of negative feelings among students participating in virtual and blended courses on multicultural campuses and how these feelings can be handled.

scholarly journals Self-efficacy, Challenge, Threat and Motivation in Virtual and Blended Courses on Multicultural Campuses

10.28945/4295 ◽  
2019 ◽  
Vol 16 ◽  
pp. 071-095
Author(s):  
Revital Cohen ◽  
Ilan Rahimi ◽  
Gila Cohen Zilka
Keyword(s):  
Self Efficacy ◽  
Equal Opportunity ◽  
The Other ◽  
Orthodox Jewish ◽  
Future Research ◽  
Blended Courses ◽  
Arab Students ◽  
Challenge And Threat ◽  
Negative Feelings ◽  
Blended Course

Aim/Purpose: The aim of this study was to examine the sense of challenge and threat, negative feelings, self-efficacy, and motivation among students in a virtual and a blended course on multicultural campuses and to see how to afford every student an equal opportunity to succeed in academic studies. Background: Most academic campuses in Israel are multicultural, with a diverse student body. The campuses strive to provide students from all sectors, regardless of nationality, religion, etc., the possibility of enjoying academic studies and completing them successfully. Methodology: This is a mixed-method study with a sample of 484 students belonging to three sectors: general Jewish, ultra-orthodox Jewish, and Arab. Contribution: This study’s findings might help faculty on multicultural campuses to advance all students and enable them equal opportunity to succeed in academic studies. Findings: Significant sectorial differences were found for the sense of challenge and threat, negative feelings, and motivation. We found that the sense of challenge and level of motivation among Arab students was higher than among the ultra-orthodox Jewish students, which, in turn, was higher than among the general Jewish student population. On the other hand, we found that the perception of threat and negative feelings among Arab students were higher than for the other two sectors for both the virtual and the blended course. Recommendations for Practitioners: Significant feedback might lessen the sense of threat and the negative feelings and be a meaningful factor for the students to persevere in the course. Intellectual, emotional, and differential feedback is recommended. Not relating to students’ difficulties might lead to a sense of alienation, a lack of belonging, or inability to cope with the tasks at hand and dropout from the course, or even from studies altogether. A good interaction between lecturer and student can change any sense of incompetence or helplessness to one of self-efficacy and the ability to interact with one’s surroundings. Recommendations for Researchers: Lecturers can reduce the sense of threat and negative feelings and increase a student’s motivation by making their presence felt on the course website, using the forums to manage discussions with students, and enabling and encouraging discussion among the students. Impact on Society: The integration of virtual learning environments into the learning process might lead to the fulfilment of an educational vision in which autonomous learners realize their personal potential. Hence they must be given tasks requiring the application of high learning skills without compromise, but rather with differential treatment of students in order to reduce negative feelings and the sense of threat, and to reduce the transactional distance. Future Research: Further studies should examine the causes of negative feelings among students participating in virtual and blended courses on multicultural campuses and how these feelings can be handled.

scholarly journals Psychometric properities of the Polish version of clinical learning environment inventory

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Iwona Bodys-Cupak
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Self Efficacy ◽  
Discriminant Validity ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cronbach’S Alpha ◽  
Life Orientation Test ◽  
Cronbach's Alpha

Abstract Background Clinical experience is a crucial activity for nursing students. The way students` perceive clinical placement exerts an immense influence on the learning process. This study aims to test the psychometric properties of a 19-item version of the Clinical Learning Environment Inventory under Polish clinical conditions. Method For this study, Discriminant validity and Cronbach’s alpha reliabilities were computed. In order to measure content validity, the criterion validity Generalized Self Efficacy Scale and the Life Orientation Test - Revised were used. Results Cronbach’s Alpha for the Clinical Facilitator Support of Learning Scale and the Satisfaction with Clinical Placement scale is 0.949 and 0.901, respectively. The Spearman’s rank correlation coefficient indicates the existence of a positive correlation between the students’ satisfaction with clinical placement and their [overall] life optimism. Age correlates negatively with perceived teacher support and positively with satisfaction with clinical placement. The sense of self-efficacy correlates negatively with their satisfaction with clinical placement. Clinical Learning Environment Inventory − 19 could be a useful tool to evaluate the quality of the clinical learning process in Polish conditions.

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

scholarly journals Interactive Online Teaching of Phonetic Skills: Introductory Phonetic Course

2021 ◽  
Vol 7 (1) ◽  
pp. 94-112
Author(s):  
Inessa Azarova ◽  
Iuliia Ivanytska ◽  
Iryna Nykyforenko ◽  
Olena Vasylchenko
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Communication Skills ◽  
Social Presence ◽  
Learning Process ◽  
Mobile Applications ◽  
Online Teaching ◽  
Virtual Learning Environment ◽  
First Year Students ◽  
National University

This paper aims to develop a methodology for forming communication skills (specifically phonetic skills) through a virtual learning environment involving online learning platforms, online tools, and mobile applications, which determines the relevance and timeliness of the study. The authors present their experience of effective use of modern online resources and mobile applications to develop phonetic and communication skills in first-year students studying German as the first and second foreign language at the Department of German Philology at Odesa I.I. Mechnikov National University, Ukraine. According to the survey, modern digital tools and applications help students reveal interest and, more importantly, increase motivation in learning a foreign language. They enable students to keep in touch with their teachers, who provide them with feedback and support, creating the effect of social presence which is so vital in a distance learning environment. The significance of the research is to establish the background for the formation of students’ self-development and self-education skills, encourage the students to take responsibility for their learning process, and motivate their learning activities with the most effective tools and technologies that do not only complement traditional teaching methods, but also contribute to the learning process improvement and enhancement. Consequently, the research findings can apply to the development of communicative competence, which is the main goal in teaching any foreign language.

scholarly journals TEACHER’S VOCATION AND STUDENTS’ ATTITUDES TOWARDS A CHOICE OF TEACHER’S VOCATION

2016 ◽  
Vol 1 ◽  
pp. 265 ◽  
Author(s):  
Sandra Zariņa ◽  
Elga Drelinga ◽  
Dzintra Iliško ◽  
Elfrīda Krastiņa
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
Learning Process ◽  
Educational Programs ◽  
Teaching Profession ◽  
The Other ◽  
Training Institutions ◽  
Students Attitudes ◽  
High Standards ◽  
Very High

Research published by Eurydice in 2015„Teaching Profession in Europe: Practices, Perceptions, and Policies” indicates to the significance of teaching vocation in a sustainability-oriented learning environment, but at the same time there is an indication of a low prestige of teaching vocation in Latvia. The situation in Latvia reveals a significant problem teacher trainers need to deal with. There are very high standards set for teachers’ profession, on the other side, the politics of the country is oriented towards a motivation of young specialists to choose teacher’s vocation. In order to train competent teachers this is essential to explore a motivation of learners to acquire teaching profession and to make a decision to work at school and in the kindergarten. The aim of this study is to explore reasons why youth in Latvia choose to study in the educational programs and to explore changes in students’ attitudes during their learning process in teacher training institutions.  

Teacher Presence in Online Discussions

2020 ◽  
pp. 263-282
Author(s):  
Chryssa Themelis
Keyword(s):  
Social Presence ◽  
Teaching And Learning ◽  
Online Discussions ◽  
Drop Out ◽  
Future Research ◽  
Instructional Designers ◽  
Factors Affecting ◽  
Visual Presence ◽  
Teacher Presence ◽  
Art Research

The theory of tele-proximity is an expansion of the community of inquiry model (teacher, cognitive, and social presence) that embraces videoconferencing for distance education courses. It addresses the problem of distance, high drop-out rates and campus alienation in e-learning courses, and re-examined presences. The focus of the study is to investigate the ways visual presence affects identity online. The methodology is a literature review that could help the author to keep up with state-of-the-art research, as well as to evaluate the collective evidence. The chapter aims to reflect on the tele-teacher presence, and re-frame the role, controversies, and opportunities for educators teaching online. The revised tele-teacher framework could indicate the factors affecting presence online and inform educators, instructional designers, and policymakers about the implications for teaching and learning. Future research directions and recommendations will be also discussed.

Building Social Presence through Engaging Online Instructional Strategies

2015 ◽  
pp. 133-156 ◽  
Author(s):  
Sara K. Mitchell ◽  
MaryFriend Shepard
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Social Presence ◽  
Learning Process ◽  
Critical Discourse ◽  
Online Learning Environment ◽  
Mutual Trust ◽  
Complex Cognition ◽  
Knowledge Strategies

Social presence in the online learning environment is best developed when the instructor is the facilitator of knowledge and the students are the seekers of knowledge. Strategies for consciously developing social presence among learners are provided. This chapter includes the Online Steps to Complex Cognition, an educational model that displays five successive stages of the online learning process and how social presence can be heightened at each stage. Positive levels of social presence allow students to engage in critical discourse and promote learning as they intellectually and socially engage and build a level of mutual trust and respect with their teachers and with other learners.

scholarly journals Ubiquitous Learning Environment and Technologies: A Review

2018 ◽  
Vol 7 (3.15) ◽  
pp. 31
Author(s):  
Zurainee Mohd Tahir ◽  
Haryani Haron ◽  
Jasber Kaur
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
New Technology ◽  
Future Research ◽  
Academic Learning ◽  
Specific Information ◽  
Ubiquitous Learning ◽  
Technology Infrastructure ◽  
Information And Communication ◽  
Ubiquitous Learning Environment

In recent years, the education landscape is rapidly changing due to the advancement of information and communication technology infrastructure. The paradigm shift in educational landscape has changed the learner’s behaviors from passive to active in their learning process. Ubiquitous learning is a new learning environment that integrates the benefit of e-learning and mobile learning. The technology plays an important role in supporting ubiquitous learning and a proper technology configuration to obtain learning information is a must. The support for those technology needs in ubiquitous learning is coming from computer-based technologies. The aim of the paper is to performed literature review for ubiquitous learning environment and providing specific information about ubiquitous learning concepts and the criteria that needed in the future research. It begins by briefly describing the transformation of learning environment, the concepts of ubiquitous learning, the characteristics of ubiquitous learning, the technical structure of ubiquitous learning and ubiquitous technologies devices in ubiquitous learning environment is also described. Finally, the comparative studies of ubiquitous learning environment framework are compared and discussed to further enhance the understanding of ubiquitous learning environment. The result showed that technology usage is vital within learners and educators in learning process. Therefore, it is important to have a medium that can be used to improve learning process to be more effective and the most important part to take a look for before implementing new technology into academic learning is the readiness of the infrastructure.  

Sign in / Sign up

Export Citation Format

Share Document