Do social features help in video-centric online learning platforms? A social presence perspective

Andel, Stephanie A.; Vreede, Triparna de; Spector, Paul E.; Padmanabhan, Balaji; Singh, Vivek K.; Vreede, Gert-Jan de

doi:10.1016/j.chb.2020.106505

Cited by 133 publications

(115 citation statements)

References 19 publications

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“…Nevertheless, students’ perceptions in the current study revealed a high negative impact in terms of finding online education inadequate for practical learning throughout the COVID-19 pandemic outbreak. This highlights the necessity of shedding light on the role of technologies’ capabilities in terms of their methods of communication in supporting interaction among students and delivering a quality educational experience [ 44 , 45 , 47 , 48 ].…”

Section: Discussionmentioning

confidence: 99%

Impact of the COVID-19 pandemic on the social and educational aspects of Saudi university students’ lives

Alghamdi

2021

PLoS ONE

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The COVID-19 pandemic led to surprising and unexpected experiences for Saudi university students. Precautionary and preventive measures taken to contain this pandemic impacted the social and educational aspects of these students’ lives. All Umm Al-Qura University (UQU) students were invited to participate in an online survey on 30 impacts, both positive and negative, of the COVID-19 pandemic on their lives. Social impact theory (SIT) was applied to illustrate these impacts. The survey yielded 1,360 responses. The results showed high to moderate levels of agreement regarding students’ perceptions of the positive and negative impact of the COVID-19 pandemic on their lives, with social aspects impacted more than educational ones; and no statistically significant gender differences. Weak correlations were found between the social aspects and the educational aspects of students’ lives in relation to the impact of the pandemic, although all aspects were correlated positively. The SIT framework provided insights into how the COVID-19 pandemic impacted students’ lives.

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Section: Discussionmentioning

confidence: 99%

Impact of the COVID-19 pandemic on the social and educational aspects of Saudi university students’ lives

Alghamdi

2021

PLoS ONE

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“…Online learning requires educators' and students' ability because the ability to use technology will greatly help create a more conducive learning atmosphere so that good social interaction is formed. (Andel et al, 2020). In addition to the ability, online learning must also pay attention to students' financial condition and the facilities and infrastructure that support online learning (Rusli et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Online Learning in The Pandemic Covid-19: Student Perception in Areas with Minimum Internet Access

Laksana¹

2021

JET

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The application of online learning was carried out massively during the Covid-19 pandemic. Its implementation certainly raises many new things, especially for areas with minimal internet access. For that, it is necessary to conduct a study of how students perceive online learning. The study was conducted to determine students’ perceptions of implementing online learning during the Covid-19 pandemic in minimal internet access areas. This type of research is a qualitative descriptive study, where the research subjects are students of a private university in East Nusa Tenggara, Indonesia. This research was conducted in four stages, namely (1) data collection, (2) data reduction, (3) data presentation, (4) concluding. The instrument used was a questionnaire consisting of 21 questions. Data analysis was carried out descriptively. The results showed that students had different perceptions of the administration of online lectures. These perceptions include perceptions of online learning infrastructure by 57%, online learning skills by 53%, perceptions of the quality of online academic interactions by 69%, benefits of online learning by 53%, obstacles faced by 42%, supporting factors for online learning by 38%, and future online learning expectations of 54%. This study concludes that students’ various online learning perceptions during the Covid-19 pandemic, starting from infrastructure, quality of interaction, and students’ benefits.

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“…Social presence has been studied in different learning environments, such as in a blended learning environment [15,16], a social web-based environment [17], videocentric online learning platforms [18] and a virtual environment [19]. Additionally, it has been studied on different samples, such as university students [14,16,20], students with disabilities [13], customers [21], employees [22] and adults [18].…”

Section: Social Presencementioning

confidence: 99%

Social Presence, Satisfaction, and Learning Outcomes in an Undergraduate Computer Programming Distance Course

Koutromanos¹,

Bellou

Mikropoulos

2021

Communications in Computer and Information Science

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This study investigated the social presence, satisfaction and learning outcomes of undergraduate students based on their participation in an emergency remote online course entitled "Educational Programming Environments" during the COVID-19 pandemic. Instruction was delivered using a student-centered design and discovery learning to teach computer programming problem solving. Data were collected from 39 students who did not undertake prior preparation for engaging in distance education. Social presence, learning outcomes and satisfaction towards the course were measured by previous well-established scales, respectively. The students' learning outcomes were evaluated through their code development. At the end of the course, the students filled out an online questionnaire which measured these three variables. The results of this study showed that all three variables were evaluated as satisfactory by the students. The results also indicated that social presence and code development were positively associated with satisfaction. Moreover, the results of the regression analysis indicated that social presence and code development were critical factors affecting students' satisfaction. Together, these two factors explain 39.9% of the variance of satisfaction. Social presence alone contributed about 32.3% of this variance, suggesting that it may be very important in predicting satisfaction. This study could prove useful to instructors in understanding which factors may influence the design and implementation of distance learning in higher education.

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Do social features help in video-centric online learning platforms? A social presence perspective

Cited by 133 publications

References 19 publications

Impact of the COVID-19 pandemic on the social and educational aspects of Saudi university students’ lives

Impact of the COVID-19 pandemic on the social and educational aspects of Saudi university students’ lives

Implementation of Online Learning in The Pandemic Covid-19: Student Perception in Areas with Minimum Internet Access

Social Presence, Satisfaction, and Learning Outcomes in an Undergraduate Computer Programming Distance Course

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