Fostering Social Presence on Virtual Learning Teams

2018 ◽  
pp. 134-156
Author(s):  
Jennifer Stone
Keyword(s):  
Student Satisfaction ◽  
Social Presence ◽  
Learning Experience ◽  
Interpersonal Relationship ◽  
Virtual Learning ◽  
Relationship Building ◽  
Learning Teams ◽  
Arts Programs ◽  
Key Factor ◽  
Virtual Learning Teams

Social presence is a key factor in student satisfaction and success in online courses and a marker for whether one has an online learning experience that is engaged, vibrant, and connected, or simply perfunctory. An action-oriented research project was conducted to determine how to foster social presence on the virtual learning teams in the Master of Arts programs in the School of Education and Technology at Royal Roads University. The study findings show that in order to support the development of social presence, the commitment and participation of multiple stakeholders is required. The results of this study suggest a common organizational understanding of social presence, clear delineation of student and faculty roles and responsibilities in its development, intentional program design, and a learning management system that specifically lends to interpersonal relationship building must all be present in order to foster the development of social presence.

scholarly journals Does social presence relate to knowledge sharing in virtual learning teams?

2016 ◽  
pp. 646-660 ◽  
Keyword(s):  
Distance Education ◽  
Knowledge Sharing ◽  
Social Presence ◽  
Virtual Learning ◽  
Total Sample ◽  
Affective Responses ◽  
Instructional Designers ◽  
Learning Teams ◽  
Instructional Environments ◽  
Virtual Learning Teams

The purpose of this study was to identify whether social presence relates to knowledge sharing in virtual learning teams in distance education. The participants in the study were 1355 students engaged in distance education programs. Both split sample and the total sample were used for different analyses. The findings of the study confirmed social presence as a two-dimensional construct, which involves interactive responses and cohesive-affective responses. Only interactive responses were found to relate to knowledge sharing. The results of the study can be used by instructional designers and instructors to design instructional environments that encourage effective social interaction towards knowledge sharing.

Multi-dimensional tracking in virtual learning teams

2002 ◽  
Author(s):  
J. Zumbach ◽  
M. Mühlenbrock ◽  
M. Jansen ◽  
P. Reimann ◽  
H. U. Hoppe
Keyword(s):  
Virtual Learning ◽  
Learning Teams ◽  
Virtual Learning Teams

Team development and group processes of virtual learning teams

2002 ◽  
Vol 39 (4) ◽  
pp. 379-393 ◽  
Author(s):  
Scott D Johnson ◽  
Chanidprapa Suriya ◽  
Seung Won Yoon ◽  
Jared V Berrett ◽  
Jason La Fleur
Keyword(s):  
Group Processes ◽  
Virtual Learning ◽  
Team Development ◽  
Learning Teams ◽  
Virtual Learning Teams

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

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