Maximizing Multicultural Online Learning Experiences with the Social Presence Model, Course Examples, and Specific Strategies

2012 ◽  
pp. 395-413 ◽  
Author(s):  
Aimee L. Whiteside ◽  
Amy Garrett Dikkers
Keyword(s):  
Human Rights ◽  
Online Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Social Presence ◽  
Cultural Learning ◽  
Online Interactions ◽  
The Social ◽  
Prior Experiences

This chapter presents Whiteside’s (2007) Social Presence Model, course examples, and specific strategies and explains how such factors help facilitators maximize interactions in multicultural, online learning environments. The model provides a framework rooted in socio-cultural learning, linguistic nuances, learning communities, prior experiences, and instructor investment. The chapter also illustrates how the Social Presence Model, coupled with examples from a Human Rights Education case study and research-based strategies, can make significant differences in online interactions.

The Emergence of Social Presence in Learning Communities

2010 ◽  
pp. 22-38
Author(s):  
Antônio Carlos Soares Martins ◽  
Junia de Carvalho Fidelis Braga
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Complexity Theory ◽  
Social Presence ◽  
Graduate Program ◽  
Empirical Studies ◽  
Human And Social Sciences ◽  
Community Of Inquiry Framework

The discussions presented herein emerged from two empirical studies in progress:“Online Learning Communities in the Realm of Complexity” and “The Complexity of Learning Environments” in the Graduate Program in Applied Linguistics at Universidade Federal de Minas Gerais, Brazil. One of the major pillars of both studies centers around Complexity Theory. Initially arising from the natural sciences, Complexity Theory has been gaining ground in the comprehension of human and social sciences. This chapter presents some ideas regarding the role of social presence in both blended and online learning environments, in line with the Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000). Moreover, the authors hope to contribute to a better understanding of patterns that emerge from social interactions as well as of the ideas embedded in learning communities as complex systems.

The Importance of Social Presence and Strategies for Incorporating It Into an Online Course

2020 ◽  
pp. 107-122
Author(s):  
Joshua Elliott
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Course Delivery ◽  
Online Course ◽  
Online Learning Environments ◽  
Face To Face ◽  
Online Interactions

As with any mode of course delivery, there are both positives and negatives to online learning. There are the commonly cited positive features of online learning like the removal of geographic restrictions and scheduling barriers. Limitations may include unfamiliarity for those new to online learning and misunderstandings resulting from the transition from primarily face-to-face interactions to only online interactions. One of the nice things about online learning environments is that many of the possible drawbacks can be countered turning them into strength. Building a strong social presence in an online course can help with this. This chapter discusses three categories of strategies for building a social presence; ice breakers, netiquette activities, and discussion activities.

Investigation of Higher Education Student Perceptions of Social Presence and Motivations in Online Learning Environments

2022 ◽  
pp. 341-362
Author(s):  
Murat Çoban
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environment ◽  
Education Student ◽  
Online Learning Environments ◽  
The Social

This chapter determines the social presence perceptions and motivation levels of higher education students participating in the online learning environment and reveals the possible causes that affect these variables. According to the findings obtained from the study in which the explanatory design was used among the mixed research methods, it was concluded that the social presence perceptions of the participants were lower compared to their motivation. Besides, it was found out that there is a positive relationship between social presence and motivation variables. According to the qualitative findings, the majority of the participants stated that they were not satisfied with distance education, encountered technical and hardware problems, and the online learning environment was not effective enough in the context of communication and interaction. The research results contribute to the literature in terms of the effectiveness of online learning environments.

scholarly journals Countering Ethnic Violence, Extremism, and Terrorism or Human Rights Violations: A Case Study of Central Asian Republics

2018 ◽  
Vol 02 (01) ◽  
Author(s):  
Dr. Adam Saud ◽  
Dr. Irfan Hussain Qaisrani
Keyword(s):  
Human Rights ◽  
Civil Liberties ◽  
Ethnic Violence ◽  
Political Systems ◽  
Human Rights Organizations ◽  
Regional Dynamics ◽  
Central Asian ◽  
The Social ◽  
Free Region

Central Asia has been declared as ‘not free’ region by most of the global human rights organizations. The region has been governed by the old socialist-minded leadership since its independence. This style does not give room for civil liberties and human rights. Furthermore, the region has been marked with extremism, terrorism and ethnic violence for a long period of time. The regimes are also supported by other ‘not free’ states especially Russia and China. Such kind of regional dynamics has encouraged the states to adopt oppressive policies in order to strengthen themselves. This research focuses; to understand the social and ethnic demography of the Central Asian region; to understand the hyper-presidential political systems of the region; to understand the violent and non-violent movements against the ‘system’, and to analyze the state policies towards human rights and civil liberties.

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.

Theory and Practice of Online Knowledge Sharing

2018 ◽  
pp. 5093-5102
Author(s):  
Will W. K. Ma
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Knowledge Sharing ◽  
Learning Environments ◽  
Rapid Development ◽  
Theory And Practice ◽  
The Internet ◽  
Review Of The Literature ◽  
The Social ◽  
Forms Of Knowledge

The concept of knowledge sharing finds historical support in theories on the acquisition and creation of knowledge. While the key to knowledge sharing depends on frequent and regular social interaction, the recent rapid development of the Internet has enhanced much of the social interaction taking place among individuals at any time, at any place, and with any person. Through a review of the literature, this chapter defines online knowledge sharing, discusses the effects of intrinsic and extrinsic motivational factors in explaining online knowledge behavior, explores the various forms of knowledge sharing in different online learning environments, and reviews the measurement of online knowledge sharing. The chapter also discusses online knowledge-sharing issues that should be addressed in future.

Private Interactions in Online Discussions

2020 ◽  
pp. 351-379
Author(s):  
Lesley Wilton ◽  
Rubaina Khan ◽  
Clare Brett ◽  
Paul C. Alexander
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Online Discussions ◽  
Future Research ◽  
Private Communication ◽  
Online Learning Environments ◽  
Building Trust ◽  
Discussion Threads ◽  
Education Courses

Private discussion entries (called “notes” in this chapter) provide opportunities for instructors to engage with students for social and cognitive support in discussion-based online learning environments. Situated within discussion threads, embedded private communication allows for personalized engagement with students to support learning through in-place feedback, redirection, and encouragement. Nine themes of the affordances of private notes were identified through the collection and analysis of quantitative and qualitative data gathered from four instructors and the activities of 278 students in 11 online graduate education courses. The benefits of private, in-place interactions identified by the instructors include encouraging authentic participation, building trust and social presence, redirecting conversation, providing advice about learning online, and more. A discussion of the importance of in-place private communications in online learning for providing feedback, reassurance, and guidance is supported by examples and followed by suggestions for future research.

Social Presence in an Online Learning Environment

2021 ◽  
pp. 1-21
Author(s):  
Billi L. Bromer
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Sense Of Community ◽  
Social Connectedness ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Active Engagement ◽  
The Social ◽  
Online Experience ◽  
Online Instructor

Technology alone cannot create the sense of community that is needed for effective online learning. Participants in an online environment can perceive a sense of isolation when social connectedness is not created and encouraged. A community of inquiry emerges when online participants perceive that they are seen and heard and opportunities for active engagement with others is provided. This chapter provides guiding principles for an effective online experience and includes multiple suggestions from an experienced online instructor to create and maintain the social presence of all participants in any online learning experience.

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.

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