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.

scholarly journals The Level of Community of Inquiry (CoI) Presences in Online Classes among MSU BTESL Students

2021 ◽  
Vol 2 (1) ◽  
pp. 65-78
Author(s):  
Mohammad Ali Al-Saggaf ◽  
Amierah Syazwaniey Rosli
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Educational Experience ◽  
Research Tool ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Classes ◽  
The Social

Community of Inquiry (CoI) is a framework that acknowledges the importance of the environment in shaping the educational experience. According to this framework, teaching, social, and cognitive presences are essential for an optimal online learning experience. The purpose of this study is to identify the level of each of these presences in online classes among Management and Science University (MSU) Bachelor in Education – TESL (Hons). The instrument used for the research tool was adapted from the original CoI framework survey, (Arbaugh et al, 2008). The questionnaire consists of 20 items; six items for teaching presence, another six items for social presence and eight items for the cognitive presence. 263 students who are currently doing the programme participated in the study. The findings concluded that, all three presences are present in high or strong level in online classes among MSU BTESL students with the most substantial presence in online classes among MSU BTESL students being the cognitive presence, followed by the teaching presence and lastly the social presence.

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.

The Community of Inquiry and Emotional Presence

2018 ◽  
Vol 29 (2) ◽  
pp. 53-61 ◽  
Author(s):  
Robin A. Majeski ◽  
Merrily Stover ◽  
Teresa Valais
Keyword(s):  
Emotional Intelligence ◽  
Online Learning ◽  
Emotional Expression ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Empirical Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Relationship Of

The community of inquiry (COI) model identifies elements which are fundamental to a successful online learning experience, namely, teaching presence, cognitive presence, and social presence. The model has received empirical support as a useful framework for understanding the online learning experience. A limitation of the model is its understanding of emotional presence which, according to the COI model, is seen solely in terms of emotional expression, which, in turn, is a part of social presence. Emotional intelligence would support a much broader role for emotional presence in learning and embrace to a larger extent how emotions play out in the learning process, than singularly “emotional expression” in the original COI framework. Thus, the article first presents a conceptualization of emotional presence in terms of emotional intelligence. Second, it discusses the relationship of emotional presence to teaching presence and how teaching presence may foster emotional presence in learners. Finally, how emotional presence in teaching presence may foster social presence and cognitive presence in learners and lead to successful learning is presented.

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.

Humanizing the Online Experience Through Effective Use and Analysis of Discussion Forums

2017 ◽  
pp. 334-363
Author(s):  
Hazel Jones
Keyword(s):  
Deep Learning ◽  
Community Of Inquiry ◽  
Teaching Practice ◽  
Learning Experience ◽  
Discussion Forums ◽  
Hypothetical Case ◽  
Communication Interaction ◽  
Online Experience ◽  
Effective Use ◽  
Feeling Overwhelmed

Discussion forums are one of the main avenues for communication, interaction and engagement in the online learning environment, yet are often under-utilized or do not have the desired effect of promoting a sense of belonging and deep learning and collaborative learning for students. Limited use of discussion forums and/or lack of guidelines in how to engage, can leave students feeling isolated. Conversely, extensive use can result in students feeling overwhelmed. This chapter considers some key theories and frameworks for using discussion forums, and presents strategies that an academic can implement to promote effective use of their forums. It is through this effective use that students become part of a Community of Inquiry and valued as a person. Through consideration of hypothetical case studies, this chapter also offers practical ways in which staff can sift through the available data to evaluate and improve their teaching practice and the learning experience of students.

How e-Learning Experience Enhances the Social Presence in Community of Practice

2012 ◽  
pp. 75-120 ◽  
Author(s):  
Constanta-Nicoleta Bodea ◽  
Radu Mogos ◽  
Maria-Iuliana Dascalu
Keyword(s):  
Data Mining ◽  
Project Management ◽  
Community Of Practice ◽  
Social Presence ◽  
Learning Experience ◽  
Main Research ◽  
The Social ◽  
Analytical Perspective ◽  
Management Area ◽  
E Learning

The chapter presents a study made in order to find out how the e-learning experience enhances the social presence in the community of practice. The study was carried out for the online master degree programme in project management, delivered by the Academy of Economic Studies, Bucharest. The main research method was a survey and the research instrument was a questionnaire. Statistics and data mining were applied. Statistics was applied to check hypothesis and quantify the correlation significance. Due to the large number of the variables and the indirect relationships, the analysis paths become very complex and it would be extremely difficult to manage the analysis workflow. So, the data mining approach was chosen. As a theoretical framework and analytical perspective for this research, Wenger’s theories of learning in Community of practice (CoP), and the social presence model of Garisson et al., are applied. The study revealed that the characteristics of the online social presence in learning environments enhanced the students’ interest for CoPs. Another finding of this study is that for project management area there is not a significant correlation between the learning domain and that of the CoPs chosen to get involved. The reason is that most of the project personnel hold a first degree in an area other than project management.

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.

scholarly journals The Relationships Between Students’ Perceived Learning Styles and the Community of Inquiry Presences in a Graduate Online Course

2016 ◽  
Vol 11 (04) ◽  
pp. 40 ◽  
Author(s):  
Hasnae Mouzouri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Perceived Learning ◽  
Master's Students ◽  
Personal Learning ◽  
The Social ◽  
Style Preferences

In this paper, the author examined whether there is any correlation between students’ perceived learning styles as identified by Felder and Silverman (2002) and each of the three presences of the Garrison et al.’s Community of Inquiry (CoI) framework (2000): the teaching presence, the social presence and the cognitive presence. First, the CoI survey was administered to a sample of Master’s students (N=24) at the University Mohamed First in Morocco. Then transcript analysis of online discussion postings was investigated to explore the links of the three presences of the CoI framework with students’ self-perceptions of personal learning style preferences. Analysis of the data collected from these instruments revealed significant relationships between students’ perceived learning styles with regard to some domains of the Felder and Silverman’s model and only two presences of the CoI framework: the social and cognitive presences. The findings have important implications for how to design online courses in a way that fits students’ needs and thus foster effective learning.

The Role of the Online Instructor as a Guide on the Side

2011 ◽  
pp. 224-241
Author(s):  
Margaret Mazzolini ◽  
Sarah Maddison
Keyword(s):  
Online Learning ◽  
Asynchronous Discussion ◽  
Pedagogical Issues ◽  
Discussion Forums ◽  
Prior Learning ◽  
Learning And Teaching ◽  
Online Experience ◽  
Online Instructor ◽  
Student Instructor

We present research results and advice on the role of the online instructor in relation to a particular example of technology-supported learning and teaching — the use of asynchronous discussion forums. Pedagogical issues and studies discussed here are based on six years of designing, coordinating, and teaching into Swinburne Astronomy Online (SAO), an online international program. We discuss some implementation issues associated with the use of asynchronous forums and the induction of instructors, plus the role of the online instructor as a “guide on the side.” As an example of issues involved in maintaining a constructive online learning environment, we discuss strategies used to accommodate students with varying degrees of prior learning. We also summarise results of our research on student-instructor interactions, plus feedback on students’ and instructors’ perceptions of the online experience. The results of this research are used to inform the induction and mentoring of instructors in SAO.

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