Social Presence and Cultural Identity

2021 ◽  
pp. 302-322
Author(s):  
Bethany Simunich ◽  
Amy M. Grincewicz
Keyword(s):  
Instructional Design ◽  
Cultural Identity ◽  
Social Presence ◽  
Culturally Responsive ◽  
Online Courses ◽  
Communication Styles ◽  
Design Strategies ◽  
Online Learners ◽  
Language Context ◽  
The Impact

This chapter explores the impact of cultural identity on social presence in online courses, as well as culturally-responsive instructional design frameworks that work to increase social presence and reduce distance for culturally diverse online learners. Social presence, which is a student's sense of being and belonging in a course, is naturally reduced in the online environment. Cultural differences, such as language, context, communication styles, etc., have been shown to further reduce a student's sense of belonging and increase feelings of isolation. Instructors, as course designers and facilitators, must understand the impact of culture on their students' sense of social presence, and use culturally-responsive instructional design strategies and methods to provide an inclusive, flexible, online learning environment.

Social Presence and Cultural Identity

2018 ◽  
pp. 136-162 ◽  
Author(s):  
Bethany Simunich ◽  
Amy M. Grincewicz
Keyword(s):  
Instructional Design ◽  
Cultural Identity ◽  
Social Presence ◽  
Culturally Responsive ◽  
Online Courses ◽  
Communication Styles ◽  
Design Strategies ◽  
Online Learners ◽  
Language Context ◽  
The Impact

This chapter explores the impact of cultural identity on social presence in online courses, as well as culturally-responsive instructional design frameworks that work to increase social presence and reduce distance for culturally diverse online learners. Social presence, which is a student's sense of being and belonging in a course, is naturally reduced in the online environment. Cultural differences, such as language, context, communication styles, etc., have been shown to further reduce a student's sense of belonging and increase feelings of isolation. Instructors, as course designers and facilitators, must understand the impact of culture on their students' sense of social presence, and use culturally-responsive instructional design strategies and methods to provide an inclusive, flexible, online learning environment.

Exploring the Strategies Needed to Successfully Migrate Ground Campus Instruction to Fully Online Higher Education Courses

2021 ◽  
pp. 530-557
Author(s):  
Dawn DiPeri ◽  
Marlena Daryousef ◽  
Darrell Norman Burrell
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Design Theory ◽  
Online Courses ◽  
Face To Face ◽  
Training Support ◽  
Extreme Stress ◽  
Institutions Of Higher Learning ◽  
Education Administrators ◽  
The Impact

The impact of COVID-19 has put immediate stress on institutions of higher learning to properly and successfully migrate their traditional face to face courses to fully online. There are several components to be considered in the rapid migration of courses online including the management and support of teaching faculty which includes instructional design and training support. Faculty are under extreme stress preparing for multiple modalities but some of the practices put into place over Spring are important as we move forward in the quest for high-quality online migration of land-based courses. This study seeks to explore strategies needed by higher education administrators to successfully migrate face to face teams to fully online ones and the components of helping to support the development of online courses from face to face in a short timeframe. The study investigates management theory, instructional design theory, and the perspectives of 12 administrators tasked with supporting the rapid migration of online instruction.

scholarly journals Using Learning Analytics to Improve MOOC Instructional Design

2019 ◽  
Vol 14 (24) ◽  
pp. 6 ◽  
Author(s):  
Nurbiha A Shukor ◽  
Zaleha Abdullah
Keyword(s):  
Instructional Design ◽  
Exploratory Study ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Courses ◽  
Public University ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Retention ◽  
The Impact

Massive Open Online Courses (MOOC) allows teaching and learning for everyone. This means that people from any learning background can join any of the courses offered through MOOC platforms. Although learning materials are offered for free, learning retention and learning engagement were found to be consistently low alt-hough some MOOC are offered by well-known instructors. Many recent studies tried to understand the suitable instructional design in MOOC to improve learning en-gagement and retention. This study is an exploratory study to evaluate the potential of using learning analytics to improve instructional design in MOOC. Data were col-lected from a MOOC offered for two consequent years in a public university in Ma-laysia. The impact of learning analytics on MOOC instructional design was also dis-cussed.

How Wearing a Social Justice Lens Can Support You, Your Clients, and the Larger Community: An Intersectionality Workshop With a Twist

2021 ◽  
Vol 55 (3) ◽  
pp. 396-409
Author(s):  
Melissa Jay ◽  
Jason Brown
Keyword(s):  
Social Justice ◽  
Cultural Identity ◽  
Culturally Responsive ◽  
Case Conceptualization ◽  
Culturally Competent ◽  
Systemic Oppression ◽  
The Impact ◽  
Blind Spots

Counsellors may not comprehend fully the impact of their blind spots as a result of unconscious cultural encapsulation. The authors propose a self-reflective method by which counsellors can self-examine their assumptions about diversity and intersectionality. They invite readers to engage with the contents of this article to identify their blind spots, biases, and assumptions through self-reflective exercises. This article summarizes an intersectionality workshop with a twist that was offered by Melissa Jay, Jason Brown, and Rebecca Ward at the 2019 conference of the Canadian Counselling and Psychotherapy Association. The intention of the workshop was (a) to raise consciousness about systemic oppression, (b) to explore Collins’s (2018c) culturally responsive and socially just case conceptualization as the framework for the workshop, (c) to bring client intersectionality to life using four vignettes they created, (d) to reflect on client intersectionality and cultural identity, and (e) to propose a method by which counsellors can self-examine their assumptions about diversity and intersectionality, leading to more culturally competent counselling.

scholarly journals Teaching and social presence in online foreign language teaching

2020 ◽  
pp. 286-290
Author(s):  
Pasi Puranen ◽  
Ruby Vurdien
Keyword(s):  
Student Engagement ◽  
Foreign Language ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Qualitative Approach ◽  
Teaching Presence ◽  
Teachers And Students ◽  
Language Courses ◽  
The Impact

This paper examines and reports on ways of promoting teaching presence in foreign language online learning environments in Finland and Spain. ‘Teaching presence’ refers to all the tools and resources teachers use during online courses to deliver teaching, guidance and feedback, or situations in which they are present for their students. A qualitative approach was adopted, and data were collated from questionnaires completed by 34 teachers and 16 students involved in different online language courses at different educational levels. The aim was to examine (1) the extent to which students’ views on feedback and teaching presence in online courses differ from those of teachers, and (2) the impact teaching presence has on student engagement and behaviour in online courses. Based on the polling data, both teachers and students find student engagement to be significant in fostering learning in an online environment. Students tend to be generally satisfied with teacher feedback.

scholarly journals Social Presence Antecedents and Consequences in Massive Open Online Courses

2018 ◽  
Vol 11 (4) ◽  
pp. 32
Author(s):  
Jehad M Imlawi
Keyword(s):  
Social Presence ◽  
Online Community ◽  
Online Survey ◽  
Online Courses ◽  
Community Design ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Antecedents And Consequences ◽  
Open Courses ◽  
The Impact

A massive open online course (MOOC) is an emerging online courses platform that solicited a massive participation, because it is accessible through the Internet. Students, who seek open courses in MOOCs, are influenced by the degree of social presence they perceive when interacting in such online learning communities. The online community design artifacts, that promote social presence in MOOCs websites, are critical to foster online students’ behavior.This study aimed to investigate a thorough list of online community design artifacts that could influence social presence perception in MOOCs websites. The list included categories related to the MOOCs instructor, students, and the MOOCs website. The study also investigates the impact of social presence on students’ behavior; satisfaction, enjoyment, and their attitude toward the website.To validate the research model, an online survey was utilized. Results indicated that the model explained a great share of the variance for the social presence.

Danmaku Related to Video Content Facilitates Learning

2018 ◽  
Vol 47 (3) ◽  
pp. 359-372
Author(s):  
Yabo Zhang ◽  
Aiping Qian ◽  
Zhongling Pi ◽  
Jiumin Yang
Keyword(s):  
Cognitive Load ◽  
Social Presence ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Instructional Video ◽  
Video Content ◽  
Massive Open Online ◽  
Learning Satisfaction ◽  
Quasi Experimental ◽  
The Impact

Massive open online courses are one of the most prominent trends in higher education in recent years. Instructional videos play a significant role in the massive open online courses platform. This study tested the impact of sending danmaku related to video content versus sending danmaku not related to video content versus not sending danmaku in instructional video. We assessed students’ achievement, learning satisfaction, social presence, and cognitive load. Adopting a quasi-experimental design, we collected data from 137 participants. Result revealed that the danmaku related to video content improved social presence, learning satisfaction, and learning achievement but created more cognitive load.

scholarly journals The Impact of COVID-19 on Learning: Investigating EFL Learners’ Engagement in Online Courses in Saudi Arabia

2021 ◽  
Vol 11 (3) ◽  
pp. 99
Author(s):  
Iman Oraif ◽  
Tariq Elyas
Keyword(s):  
Saudi Arabia ◽  
English Language ◽  
Online Courses ◽  
National Level ◽  
Traditional Learning ◽  
Online Learners ◽  
Efl Learners ◽  
E Learning ◽  
High Level ◽  
The Impact

As a result of the COVID-19 pandemic, most learning around the world has been transferred online. Learners who previously engaged in traditional learning now face a new challenge, a distinctive rise in e-learning. This drastic change could impact their learning behavior and acceptance of the change. As a result, their learning engagement could be affected massively. The present study therefore explores learners’ level of engagement in online courses using a designated school platform within the context of Saudi Arabia. A reliable measure was implemented in the study based on the Student Course Engagement Questionnaire (SCEQ). A survey was consequently conducted in a high school in Saudi Arabia, with a sample of 379 female English as a foreign language (EFL) learners studying a general English language course. The results revealed a high level of engagement among EFL Saudi learners. This helped to generate recommendations to improve EFL practices, primarily through the use of an online environment either at the national level in the Saudi context or the international level.

Online Instruction for Cognitive Systems Engineering: Lessons Learned and Opportunities to Pursue

2021 ◽  
Vol 65 (1) ◽  
pp. 551-555
Author(s):  
Philip J. Smith ◽  
Karen Feigh ◽  
Nadine Sarter ◽  
David Woods
Keyword(s):  
Instructional Design ◽  
Human Factors ◽  
Systems Engineering ◽  
Online Instruction ◽  
Online Courses ◽  
Lessons Learned ◽  
Cognitive Systems ◽  
Online Environment ◽  
Design Strategies ◽  
Cognitive Systems Engineering

One of the impacts of the pandemic has been a rapid increase in the development and offering of online courses focused on cognitive systems engineering. This presents opportunities to: ● Identify and share alternative instructional design strategies and more specific instructional tactics tailored to the online environment and learn from each others’ experiences. ● Discuss how lessons learned from the design and offering of online courses can not only inform future offerings of online courses but also generalize to in-person courses. ● Identify the opportunities created by online instruction to reach a broader audience, not only geographically but also in terms of reaching practitioners whose specializations are outside of human factors. The panelists have expertise and experience in all of these areas. Their perspectives are briefly described below.

Sign in / Sign up

Export Citation Format

Share Document