A Close Look at Trust Among Team Members in Online Learning Communities

2019 ◽  
Vol 17 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Hungwei Tseng ◽  
Hsin-Te Yeh ◽  
Yingqi Tang
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Courses ◽  
Learning Experience ◽  
Team Members ◽  
Affective Trust ◽  
Building Trust ◽  
Learner Centered ◽  
Positive Correlations

Trust is one of the important factors either fostering or damaging students' online teamwork learning experience. Building trust among team members has become a necessary step for a successful collaboration experience. The purpose of the article was to understand students' learning and teamwork experiences and further to investigate the relationships of learner-centered instructions, team trust, and social presence in an online learning community. Also, this article adds to the research on the role of social presence in promoting cognitive and affective trust. The results indicated there were positive correlations between learner-centered instructions and trust, between learner-centered instructions and social presence, and between trust and social presence. The study could provide suggestions for instructors teaching online courses for the implementation of learner-centered instructions and the importance of creating a social presence and building trust for students in a collaborative online learning environment.

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.

scholarly journals A guide for evaluation of online learning in medical education: a qualitative reflective analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nourhan F. Wasfy ◽  
Enjy Abouzeid ◽  
Asmaa Abdel Nasser ◽  
Samar A. Ahmed ◽  
Ilham Youssry ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Best Practice ◽  
Online Courses ◽  
Learning Experience ◽  
Organizational Capacity ◽  
Expert Consensus ◽  
Educational Effectiveness ◽  
Education Community ◽  
Rapid Shift

Abstract Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

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 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?

Using Visual Design to Improve the Online Learning Experience

2021 ◽  
pp. 1750-1785
Author(s):  
Jason D. Bader ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Learning ◽  
Design Theory ◽  
Online Courses ◽  
Learning Experience ◽  
Colleges And Universities ◽  
Visual Design ◽  
Design Studio ◽  
Instructional Designers ◽  
Design Skills ◽  
Visual Design Principles

There is an abundant amount of literature on visual design principles, graphic design theory, and media theory. Yet very little is discussed, at least in a systematic way, about the process of making online courses aesthetically pleasing. A major obstacle to gaining such knowledge is the lack of understanding of applied definitions, conceptual ideas, and methods of creating online learning interfaces. In this chapter, the authors seek to clarify the process of using visual design to improve the online learning experience. The chapter concludes with strategies on how colleges and universities can help faculty and instructional designers learn visual design skills through the creation of a design studio.

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.

Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community

2012 ◽  
pp. 535-550 ◽  
Author(s):  
D. Bruce Taylor ◽  
Richard Hartshorne ◽  
Sam Eneman ◽  
Patti Wilkins ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Online Courses ◽  
College Of Education ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Teaching Professional

In this chapter, “lessons learned” and best practices that have resulted from the implementation of technology-focused professional learning community in a College of Education, as well as recommendations for future implementations are addressed. The Technology & Teaching Professional Learning Community, which was created by faculty in the College of Education at UNC Charlotte, provided professional development to faculty engaged in teaching hybrid and online courses. This was one of several professional development efforts at UNC Charlotte, but one, the authors suggest, that created a safe and effective space for scaffolding instructors less familiar with online learning technologies and tools.

A Mixed Methods Examination of Instructor Social Presence in Accelerated Online Courses

2016 ◽  
pp. 949-963
Author(s):  
Patrick R. 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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