Social presence enhances student performance in an online geology course but depends on instructor facilitation

d'Alessio, Matthew; Lundquist, L. L.; Schwartz, Joshua; Pedone, Vicki A.; Pavia, Jenni; Fleck, J.

doi:10.1080/10899995.2019.1580179

Cited by 29 publications

(25 citation statements)

References 21 publications

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“…In response to research question 1, the text-based peer interaction showed a variety of responses that indicated the three categories of social presence (Garrison, 2011). The students' feedback implied that the synchronous text-editing tasks could facilitate collaborative learning, which helped students feel connected with their group members as real people (d'Alessio et al, 2019;Gunawardena & Zittle, 1997;Han & Li, 2019). Students showed commitment to their groups when they socially interacted, mutually appreciated, and solved a problem without the teacher's involvement (Tuhkala & Kärkkäinen, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…In order to gain a better understanding of non-verbal online group communication, Garrison (2011: 37-39) involves greetings and messages that signal a sense of group commitment, which is the dynamic state that social presence intends to achieve. These categories allow investigation into social presence in student-student classroom interaction with an aim to help establish a collaborative learning space where learners feel connected to each other (d'Alessio et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This finding echoed the report of Palmer, Holt, and Bray (2008) that active participation in group discussion assignments contributed to improving the final grades. However, students who only superficially reacted to others' posts demonstrated insufficient learning outcomes, which indicated the significance of students' awareness of constructive discussion as well as instructional intervention (d'Alessio et al, 2019;Joksimović et al, 2015). Some students tend to be resistant to online collaborative activities, which could be related to their discomfort in engaging in student-led tasks that were incompatible with their expectations towards rote-learning (Kear, Jones, Holden, & Curcher, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Lastly, effective instructional intervention remains essential. Teachers would play a crucial role in scaffolding students' skills for meaningful online interaction and building a supportive learning community (d'Alessio et al, 2019;Kear et al, 2016).…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

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Maintaining and Enhancing Students' Collaborative Learning in a Japanese EFL Higher Education Context

Kanno

2020

JEICOM

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Amid the COVID-19 pandemic, there has been a huge shift towards digital forms of education. Although Japan has never gone into full lockdown, students have been strictly kept at home and socially isolated from classroom learning for extended periods. Teachers were urged to create online teaching and learning resources and began to consider the most suitable technologies to teach their courses. This paper reports on a teacher's ongoing efforts to develop and deliver distancelearning English as a foreign language (EFL) courses in a higher education context. Drawing on a view that learning is social development, the researcher focuses on the concept of social presence in peer-to-peer communication that could enhance collaborative learning in a virtual classroom. Synchronous distance learning courses were developed utilising a text-messaging application and collaborative text-editing software with the aim to establish a communicative learning space. Analysis into the students' interactions in Slack workspacesa text messaging applicationindicated a variety of interpersonal, open, and cohesive communication that signalled psychological closeness in the virtual learning environment. Group discussion sessions revealed that students could feel connected to each other in the synchronous EFL courses, which demonstrated the robustness of social interaction despite physical distancing. Major difficulties lay in three areas: technology, the nature of the task, and some students' task preferences. These three areas need to be addressed when designing and delivering a distance learning course.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Pedagogical Implicationsmentioning

confidence: 99%

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Maintaining and Enhancing Students' Collaborative Learning in a Japanese EFL Higher Education Context

Kanno

2020

JEICOM

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“…Therefore, educators must substitute implicit acknowledgment with explicit verbal explanations, which requires additional cognitive effort and time on the part of educators to formulate, and learners to process. In fact, video-conferencing groups must spend more time than face-to-face groups clarifying issues and managing discussion, which demonstrates the additional effort required to achieve group cohesion in virtual environments [38].…”

Section: Barriers To Social Presence In Virtual Debriefingsmentioning

confidence: 99%

A practical guide to virtual debriefings: communities of inquiry perspective

et al. 2020

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Many simulation programs have recently shifted towards providing remote simulations with virtual debriefings. Virtual debriefings involve educators facilitating conversations through web-based videoconferencing platforms. Facilitating debriefings through a computer interface introduces a unique set of challenges. Educators require practical guidance to support meaningful virtual learning in the transition from in-person to virtual debriefings. The communities of inquiry conceptual framework offer a useful structure to organize practical guidance for conducting virtual debriefings. The communities of inquiry framework describe the three key elements-social presence, teaching presence, and cognitive presence-all of which contribute to the overall learning experience. In this paper, we (1) define the CoI framework and describe its three core elements, (2) highlight how virtual debriefings align with CoI, (3) anticipate barriers to effective virtual debriefings, and (4) share practical strategies to overcome these hurdles.

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Teamwork facilitation and conflict resolution training in a HyFlex course during the COVID‐19 pandemic

Magana

Karabiyik

Thomas

et al. 2022

J of Engineering Edu

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Background We evaluated the effect of three teaching strategies to facilitate teamwork in a systems analysis and design course during the COVID‐19 pandemic: (1) offering a HyFlex version of the course, (2) facilitating scheduled online teamwork sessions for all students, and (3) providing conflict resolution training to help teams overcome collaboration challenges. Purpose/Hypothesis To identify the impact of these instructional strategies and answer four research questions, we measured (1) performance, dynamics, and cooperation strategies of teams and (2) students' perceptions of their own and team members' performance along with changes in their perceptions of their conflict management skills. Design/Method We used a simultaneous triangulation mixed‐methods design to obtain distinct but complementary qualitative and quantitative data. We compared data from two offerings of the course: Fall 2019 and Fall 2020 semesters. In the Fall 2019 semester, an in‐person active learning strategy was used, while in the Fall 2020 semester, the course followed a HyFlex delivery mode due to the COVID‐19 pandemic. Results Findings suggest that the use of cooperative learning pedagogy along with HyFlex accommodations for safety and social distancing requirements for the Fall 2020 semester provided students with a comparable learning experience to a traditional in‐person mode. Conclusions Learning strategies, pedagogical supports, and teamwork training can enhance social interactions, and consequently, students' social presence in online learning. Conflict resolution training could be a valuable tool for improving teamwork skills and communication among team members.

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Social presence enhances student performance in an online geology course but depends on instructor facilitation

Cited by 29 publications

References 21 publications

Maintaining and Enhancing Students' Collaborative Learning in a Japanese EFL Higher Education Context

Maintaining and Enhancing Students' Collaborative Learning in a Japanese EFL Higher Education Context

A practical guide to virtual debriefings: communities of inquiry perspective

Teamwork facilitation and conflict resolution training in a HyFlex course during the COVID‐19 pandemic

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