Effects of learner-to-learner interactions on social presence, achievement and satisfaction (original) (raw)

References

• Alderman, B. (2005). The role of interaction in enhancing achievement and student satisfaction in an online course: A rubric analysis. In G. Richards (Ed.), Proceedings of E-learn: world conference on E-learning in corporate, government, healthcare, and higher education 2005 (pp. 214–219). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
  Google Scholar
• Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group. Retrieved from http://onlinelearningsurvey.com/reports/onlinereportcard.pdf.
• Argyle, M., & Dean, J. (1965). Eye contact, distance and affiliation. Sociometry, 28(3), 289–304.
  Article Google Scholar
• Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., et al. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243–1289. doi:10.3102/0034654309333844.
  Article Google Scholar
• Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press.
• Bol, L., & Garner, J. K. (2011). Challenges in supporting self-regulation in distance education environments. Journal of Computing in Higher Education, 23(2–3), 104–123.
  Article Google Scholar
• Bonnell, K. H., Katz, B. A., & Evey, J. A. (2009). Asynchronous communication in distance learning programs. Kentucky Journal of Communication, 28(1), 1–17.
  Google Scholar
• Borokhovski, E., Tamim, R., Bernard, R. M., Abrami, P. C., & Sokolovskaya, A. (2012). Are contextual and designed student–student interaction treatments equally effective in distance education? Distance Education, 33(3), 311–329.
  Article Google Scholar
• Brewer, S. A., & Klein, J. D. (2004). Small group learning in an online asynchronous environment. Paper presented at the annual meeting of the Association for Educational Communications and Technology, Chicago, IL.
• Fulford, C., & Zhang, S. (1993). Perceptions of interaction: The critical predictor in distance education. The American Journal of Distance Education, 7(3), 8–21.
  Article Google Scholar
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
  Google Scholar
• Grandzol, C. J., & Grandzol, J. R. (2010). Interaction in online courses: More is not always better. Online Journal of Distance Learning Administration, 13, 1–18.
  Google Scholar
• Gunawardena, C. N., & Zittle, F. (1995). An examination of teaching and learning processes in distance education and implications for designing instruction. In M. F. Beaudoin (Ed.), Distance education symposium 3: Instruction (Vol. 12, pp. 51–63). ACSDE Research Monograph. University Park, PA: The Pennsylvania State University.
• Gunawardena, C., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education, 11(3), 8–26.
  Article Google Scholar
• Hostetter, C., & Busch, M. (2006). Measuring up online: The relationship between social presence and student learning satisfaction. Journal of Scholarship of Teaching and Learning, 6(2), 1–12.
  Google Scholar
• Johnson, G. (2006). Synchronous and asynchronous text-based CMC in educational contexts: A review of recent research. TechTrends: Linking Research & Practice to Improve Learning, 50(4), 46–53. doi:10.1007/s11528-006-0046-9.
  Article Google Scholar
• Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. doi:10.3102/0013189X09339057.
  Article Google Scholar
• Kiriakidis, P., & Parker, A. (2008). Faculty and learner interaction in online courses. International Journal of Instructional Technology and Distance Learning, 5(11), 17–55.
  Google Scholar
• Kuo, Y. C., Walker, A., Belland, B. R., & Schroder, K. E. E. (2013). A predictive study of student satisfaction in online education programs. International Review of Research in Open and Distance Learning, 14(1), 16–39.
  Google Scholar
• Lou, Y., Abrami, P. C., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71, 449–521. doi:10.3102/00346543071003449.
  Article Google Scholar
• Lowenthal, P. R. (2010). The evolution and influence of social presence theory on online learning. In T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices. Hershey, PA: IGI Global.
  Google Scholar
• Moore, M. G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1–6.
  Article Google Scholar
• Mykota, D., & Duncan, R. (2007). Learner characteristics as predictors of online social presence. Canadian Journal of Education, 30(1), 157–170.
  Article Google Scholar
• Oncu, S., & Ozdilek, Z. (2013). Learning with peers: An interdisciplinary comparative study of learner interaction and satisfaction on an instructional design course. Educational Sciences: Theory and Practice, 13(2), 1251–1261.
  Google Scholar
• Palloff, R., & Pratt, K. (2001). Lessons from cyberspace to the classroom: The realities of online teaching. San Francisco: Jossey-Bass.
  Google Scholar
• Panitz, T. (1996) Collaborative versus cooperative learning_—_A comparison of the two concepts which will help us understand the underlying nature of interactive learning. Cape Cod Community College, peninsula, Massachusetts, USA. Retrieved February 2016. http://home.capecod.net/~tpanitz/tedsarticles/coopdefinition.htm.
• Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21–40.
  Google Scholar
• Pollard, H., Minor, M., & Swanson, A. (2014). Instructor social presence within the community of inquiry framework and its impact on classroom community and the learning environment. Online Journal of Distance Learning Administration, 17(2), n2.
  Google Scholar
• Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.
  Google Scholar
• Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive in distance courses. The American Journal of Distance Education, 17(2), 77–98.
  Article Google Scholar
• Sebastianelli, R., Swift, C., & Tamimi, N. (2015). Factors affecting perceived learning, satisfaction, and quality in the online MBA: A structural equation modeling approach. Journal of Education for Business, 90(6), 296–305.
  Article Google Scholar
• Short, J. A., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: Wiley.
  Google Scholar
• So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318–336.
  Article Google Scholar
• Stein, D. S., Wanstreet, C. E., Calvin, J., Overtoom, C., & Wheaton, J. E. (2005). Bridging the transactional distance gap in online learning environments. American Journal of Distance Education, 19(2), 105–118.
  Article Google Scholar
• Thurmand, V. A., Wambach, K., Connors, H. R., & Frey, B. B. (2002). Evaluation of student satisfaction: Determining the impact of a web-based environment by controlling for student characteristics. The American Journal of Distance Education, 16, 169–189.
  Article Google Scholar
• Tu, C. H. (2000). On-line learning migration: From social learning theory to social presence theory in a CMC environment. Journal of Network and Computer Applications, 23(1), 27–37.
  Article Google Scholar
• Tu, C. (2002). The measurement of social presence in an online learning environment. International Journal on E-Learning, 1(2), 34–45.
  Google Scholar
• Tu, C. H., & McIsaac, M. S. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131–150.
  Article Google Scholar
• Wagner, E. D. (1994). In support of a functional definition of interaction. American Journal of Distance Education, 8(2), 6–29.
  Article Google Scholar
• Weiner, M., & Mehrabian, A. (1968). Language within language: Immediacy, a channel in verbal communication. New York: Appleton-Century-Crofts.
  Google Scholar

Download references