Learner Characteristics as Predictors of Online Social Presence [Abstract]

Abstract

In this study, the authors' determined the individual learner characteristics of educators enrolled in online courses that influenced social presence (affective social communication). Findings reveal that the number of online courses taken, followed by computer-mediated communication proficiency, are significant predictors of social presence. Recommendations for the effective use of online learning recognize that instructors must deliberately structure interaction patterns to overcome the potential lack of social presence of the medium. Similarly, quality instructional design and course development strategies need be incorporated with supportive pre-course instructional activities provided to acquaint novice learners with online learning expectations.

Interaction, Structure, Social Presence, and Satisfaction in Online Learning

“…This means that the students" SP will be optimum in the online learning when course structure is low and interaction is high. This result is consistent with recent studies results (Chou & Min, 2009;Joyce & Brown, 2009;Murphy & Rodríguez-Manzanares, 2008;Mykota & Duncan, 2007;Richardson & Swan, 2003;Weinel, Bannert, Zumbach, Hoppe & Malzahn, 2011;Wise, Chang, Duffy, & del Vale, 2004).…”

“…Online interactive tool's usage increased SP positively (Chou & Min, 2009;Joyce & Brown, 2009;Mykota & Duncan, 2007;Weinel, Bannert, Zumbach, Hoppe & Malzahn, 2011;Wise, Chang, Duffy, & del Vale, 2004). From this aspect, interaction and SP are considered directly related two variables (Murphy & Rodríguez-Manzanares, 2008;Richardson & Swan, 2003).…”

¿Por qué comunicarse en formación a distancia?

“…del trabajo. Este enfoque teórico es de lejos el más referenciado en los estudios analizados, por lo que es natural verlo reaparecer en las interacciones identificadas (Akyol y Garrison, 2008;Anderson et al, 2010;Archibald, 2012;Conrad, 2005;Goertzen y Kristjánsson, 2007;Jahng, Nielsen y Chan, 2010;Lord y Lomicka, 2014;Munich, 2014;Mykota y Duncan, 2007;Park, Kier y Jugdev, 2011;Power y St-Jacques, 2014;Saint-Jacques, 2013;Vaughan, 2012). En efecto, hemos podido identificar un primer tipo de interacciones que contribuyen a la creación de la presencia social, fomentando la comunicación abierta entre los participantes; un segundo tipo que favorece la presencia cognitiva a través de la externalización de la reflexión de los estudiantes y un tercer tipo que reúne las estrategias implementadas para cumplir los objetivos de aprendizaje conforme a la idea de la presencia educativa.…”

IRRODL Volume 12, Number 5

“…The instructor is uniquely placed to alter structures and dynamics in order to enhance and sustain social presence; however, he/she is not unique in contributing to social presence. The characteristics of participants are also significant (Mykota & Duncan, 2007). All participants, certainly students within online learning environments, appreciate social presence and use various strategies to improve its quality (Rourke, Anderson, Garrison, & Archer, 1999).…”