Broadening the understanding of social presence: Implications and contributions to the mediated communication and online education

Kim, Jihyun; Song, Hayeon; Luo, Wen

doi:10.1016/j.chb.2016.07.009

Cited by 67 publications

(24 citation statements)

References 32 publications

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“…In facilitating effective online learning, one particularly fruitful area of research focuses on the importance of social presence and self-disclosure as they are found to maintain positive teacherstudent relationships, improve student learning performance, and build a sense of community among students (e.g., Shea et al, 2006;Song et al, 2019;Sung & Mayer, 2012). In particular, strong social presence of their teacher is found to facilitate more positive learning experiences in online classes (Kim et al, 2016). Further, Song et al (2016) found that the effect of self-disclosure about teachers' basic information in the context of online education had more weight than that in a traditional face-to-face educational context.…”

Section: Background: Technology In Educationmentioning

confidence: 99%

My Teacher Is a Machine: Understanding Students’ Perceptions of AI Teaching Assistants in Online Education

Kim

Merrill

et al. 2020

International Journal of Human–Computer Interaction

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100

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An increase in demand for online education has led to the creation of a new technology, machine teachers, or artificial intelligence (AI) teaching assistants. In fact, AI teaching assistants have already been implemented in a small number of courses in the United States. However, little is known about how students will perceive AI teaching assistants. Thus, the present study investigated students' perceptions about AI teaching assistants in higher education by use of an online survey. Primary findings indicate that perceived usefulness of an AI teaching assistant and perceived ease of communication with an AI teaching assistant are key to understanding an eventual adoption of AI teaching assistant-based education. These findings provide support for AI teaching assistant adoption. Based on the present study's findings, more research is needed to better understand the nuances associated with the learning experience one may have from an AI teaching assistant.

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Section: Background: Technology In Educationmentioning

confidence: 99%

My Teacher Is a Machine: Understanding Students’ Perceptions of AI Teaching Assistants in Online Education

Kim

Merrill

et al. 2020

International Journal of Human–Computer Interaction

Self Cite

100

View full text Add to dashboard Cite

show abstract

“…The students pointed out that they could use Slack in other courses as well, if it was possible. The questions regarding ease of use are originally from the Technology Acceptance Model (Huang, 2017;Kim et al, 2016;Huang et al, 2012). An interesting remark is that the students wordings in the open answers were related to other aspects than mere ease of use.…”

Section: Discussionmentioning

confidence: 99%

Using Slack for computer-mediated communication to support higher education students’ peer interactions during Master’s thesis seminar

Tuhkala

Kärkkäinen

2018

Educ Inf Technol

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“…The exploding number of online courses has brought with it a need to examine teaching and learning effectiveness in them, and many instructional communication scholars are beginning to fill that void (e.g. Harvey, 2000;Kaufmann, Sellnow, & Frisby, 2016;Kelly & Claus, 2015;Kim, Song, & Luo, 2016;Kleinman, 2005). Although a growing body of research is emerging focused on effective pedagogies for fully online courses, much less is known to date about the utility of courses delivered partially online and partially face to face.…”

Section: Introductionmentioning

confidence: 99%

Student perceptions of teaching effectiveness and learning achievement: A comparative examination of online and hybrid course delivery format

Sellnow-Richmond

Strawser

Sellnow

2019

Communication Teacher

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Although a good deal of research has been published that compares the effectiveness of communication courses delivered in face-toface and online formats, much less is known about the comparative effectiveness of fully online versus hybrid (a.k.a. blended, mixed mode) courses. Thus, this research project examined student perceptions of teaching effectiveness and learning achievement efficacy in online and hybrid basic communication courses. This two-part study assessed student perceptions (N = 136) about halfway through the semester and again after finishing the course (N = 156). The examination revealed several key conclusions. First, technology constraints must be overcome pedagogically for students to feel prepared in terms of course content comprehension, as well as formal speech construction and delivery. Second, when students enroll in hybrid courses unaware of the technology-enhanced delivery format, they may perceive an expectancy violation that reduces their motivation to attend to the material. Finally, although students value the opportunity to take fully online and hybrid courses, they desire more interaction with both peers and instructor in courses conducted fully online.

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Broadening the understanding of social presence: Implications and contributions to the mediated communication and online education

Cited by 67 publications

References 32 publications

My Teacher Is a Machine: Understanding Students’ Perceptions of AI Teaching Assistants in Online Education

My Teacher Is a Machine: Understanding Students’ Perceptions of AI Teaching Assistants in Online Education

Using Slack for computer-mediated communication to support higher education students’ peer interactions during Master’s thesis seminar

Student perceptions of teaching effectiveness and learning achievement: A comparative examination of online and hybrid course delivery format

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