A model for social presence in online classrooms (original) (raw)
Related papers
Exploring Social Presence Theory in The Online Classroom: The Case for Online Presence
International Journal of Academic Research in Business and Social Sciences, 2022
Online classroom or virtual classroom is a digital learning environment that allows teachers and students to connect online learning in real time. Online learning is a form of distance learning or distance education, which has long been a part of the American education system, and it has become the largest sector of distance learning in recent years. In this regard, many governments took measures in order to avoid spreading the virus and to ensure the continuity of the educational process, and universities worldwide adopted online classroom learning. To further tackle the alarming infection rate of the deadly coronavirus, the Malaysian government had issued a movement control order (MCO) that fully dampened the learning institutions’ operational activities so that online learning became one of the solutions to perform teaching and learning activity. In this paper Author wants to identify teacher presence influences on online teaching and interactivity influence cognitive presence. T...
Examining Social Presence Influence on Students' Satisfaction with Online Learning Environments
Critical Examinations of Distance Education Transformation across Disciplines, 2015
Online education has become an essential element of higher education and continues to grow with a potential to facilitate learning. Evidence indicates that many students become frustrated after their initial online experience and fail to pursue additional online courses. Little is known about the reasons why this phenomenon exists. The purpose of this chapter is to examine students' satisfaction with online learning environments guided by the Social Cognitive Theory (SCT) conceptual framework and to determine students' perceptions of social presence in the online environment.
Developing a “Social Presence Scale” for E-learning Environments
The purpose of the current study is to develop a “social presence scale” for e-learning environments. A systematic approach was followed for developing the scale. The scale was applied to 461 students registered in seven different programs at Gazi University. The sample was split into two subsamples on a random basis (n1=261; n2=200). The first sample was used for Exploratory Factor Analysis, and the second sample for Confirmatory Factor Analysis. After the Exploratory Factor Analysis, the scale included 17 items and three factors. These factors were labeled as interactive, cohesive, and affective in light of the relevant literature. The Cronbach’s alpha coefficient for the whole scale was found to be .84, whereas the values of Cronbach’s alpha coefficient for individual factors of the scale ranged between .75 and .81. The Confirmatory Factor Analysis was conducted within the scope of the validity study of the scale confirming the structure of the 3-factor scale. The findings of the study revealed that the scale was a valid and reliable instrument for measuring social presence.
International Journal of Academic Research in Business & Social Sciences, 2023
The rapid adoption of online learning is due to its several advantages over traditional classroom training. However, the remote nature of online learning can pose challenges for both students and instructors. Instructors were thrust into a big transition to online instruction with no preparation time or resources. Whether or not the quality of education has improved as a result of the shift from the more traditional face-to-face format to the more modern e-learning approach is the subject of some discussion. This study aims to address the relationship between teaching, cognitive presence and social presence in online learning. A quantitative study is done to explore online presence among learners who attend online classes. A purposive sample of 100 participants responded to the survey. The instrument used is a survey and is replicated from (Arbaugh et al., 2008). There are 4 sections altogether (refer to table 1). Section A has items on demographic profile. Section B has 13 items on teaching presence. Section C has 9 items on social presence and section D has 12 items on cognitive presence. The findings of this study suggest that online learning environments require a balance of teaching, cognitive presence, and social presence to facilitate effective learning. The exploration of the relationship between teaching, cognitive presence, and social presence in online learning has important implications for the design and delivery of online courses.
Social Presence and Online Learning: A Review of Research
2011
This article traces the evolution of the construct of social presence, focusing on its definition and conceptualization within online learning. The review here categorizes the research into three "eras" through which the history and evaluation of social presence can be summarized. The review reveals three fundamental concepts that are consistently emphasized in the research on social presence. The idea of social presence has long informed what is currently considered good practice in online learning. Yet, questions exist regarding how it can best be measured or conceptualized, and its relationship with learning outcomes remains unclear. Résumé Cet article analyse les parallèles et les sujets de dissension existant dans la littérature portant sur la présence sociale en identifiant comment la présence sociale est définie et opérationnalisée dans la littérature scientifique traitant de l'apprentissage en ligne. La revue de la littérature divise la recherche en trois « époques » à travers lesquelles il est possible de résumer l'histoire et l'évaluation de la théorie de la présence sociale. De plus, la revue de littérature identifie quatre notions fondamentales qui sont constamment mises en relief dans la recherche traitant de la présence sociale. Toutefois, on continue à se poser des questions sur comment conceptualiser et mesurer celle-ci, de même que sur comment la présence sociale est liée à l'apprentissage.
Role of social presence and cognitive absorption in online learning environments
Distance Education, 2011
This article investigates the relationships between social presence, cognitive absorption, interest, and student satisfaction in online learning. A hypothesized structural equation model was developed to study these critical variables that may influence interaction in online learning environments. Contrary to expectations, the study determined that social presence does not impact satisfaction directly. However, the study concludes that while social presence is related to student satisfaction, its impact is not direct but rather mediated by cognitive absorption. In addition, the study clarified the impact of students' interest on social presence, cognitive absorption, and satisfaction. The results of this study indicate that interest affects social presence and satisfaction directly. Additionally, interest appears to influence satisfaction indirectly through social presence and cognitive absorption. Contrary to expectations, this study did not reveal any significant relationship between interest and cognitive absorption.
Students social presence in online learning: a review
2014
One of the most highlighted issue in online learning as mentioned by Badrinathan and Gole (2011), is the teacher or instructor is responsible to ensure that interaction occurs among students. The interaction plays important role to encourage students to share opinion, think and argue critically, and respond towards peer’s reflection via computer mediated communication (CMC). To support the idea of having interactive and meaningful communication, Short et al (1976) had promoted a theory called social presence. This theory has then been frequently implemented and selected to be the core subject experimented in previous studies (Richardson & Swan, 2003; Rourke et.al, 1999; Wenger, 1998; Tu, 2001; Saenz, 2002; Lapadat, 2003; Sung & Mayer, 2012). As a result, Cobb (2009) clarifies that social presence should be nurtured for the successful of online learning.
Social Presence and e-Learning
ABSTRACT “Social presence” can be defined as the ability of participants in online discussions both to perceive other participants as “real people” and to project themselves socially and affectively into the disussion. This paper explores the concept of social presence and its relationship to learning online, through a review of research studies to date investigating these topics and a summary of their findings.