The Influence of Learner Characteristics on Social Presence

Mykota, David

doi:10.1016/j.sbspro.2015.01.520

Cited by 6 publications

(9 citation statements)

References 10 publications

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“…The effect of all these aforementioned factors might be expected. The research that put the emphasis on these demographics was inconclusive with their effect (Mykota, 2015;Kim, Kwon, Cho, 2011;Tu, Yen, Blocher, 2011).…”

Section: Social Presencementioning

confidence: 99%

Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation

Kilis

Yıldırım

2018

Computers & Education

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Section: Social Presencementioning

confidence: 99%

Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation

Kilis

Yıldırım

2018

Computers & Education

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“…Alike this study, [13] found no significant differences in perception of social presence based on gender and student classes. Also, studies by [17,18] found no significant difference based on age indicating that SP exists in all learners regardless of their age. Regarding course type, differently, a study by [13] found a significant difference in the mean scores of SP between students taking Mass Communication and those taking Educational Computing.…”

Section: Discussionmentioning

confidence: 85%

Students’ Perceptions of Social Presence in Blended Learning Courses in a Tanzanian Medical College

Almasi

Zhu

2018

Int. J. Emerg. Technol. Learn.

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Social presence in a blended learning involves construction of learning through student sharing, interaction and support thus improving students’ motivation, and learning. This study examines students’ perceptions of social presence (SP) in blended learning courses (BL) in a medical college in Tanzania. Three research questions are addressed: are there significant differences in the reported scores of social presences among students based on gender, age and year of study? How is social presence encouraged in the BL medical courses? How is social presence associated with students’ learning in the BL medical courses? Following a mixed method, Social Presence Scale and Focus Group Discussion were in data collection. BL in these courses included face-to- face lectures, student online and face-to-face group discussions, laboratory practices, team-based learning (TBL), and online exams. The study involved 144 medical students. Survey results showed no significant differences in the reported scores of social presences based on their characteristics. However, affective expression and open communication were more valued than group cohesion elements of SP. Qualitative results show that social presence was encouraged through provision of group assignments, teacher online activities, and students’ group discussions. Through social presence and interaction, students learnt various concepts, examination questions in both online and in face-to-face discussions. The conclusion is that students’ characteristics are not crucial, however, group discussion and social presence influence their learning.

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“…For example, Hostetter and Busch (2006) found that higher number of online courses were related to higher perception of social presence. Similarly, Mykota (2015) reported that number of online courses taken is one of the predictors of students' social presence. Furthermore, the number of the taken online courses showed the main effect on students' social presence (Mykota, 2015).…”

Section: Semester Of the Study And Social Presencementioning

confidence: 97%

“…Similarly, Mykota (2015) reported that number of online courses taken is one of the predictors of students' social presence. Furthermore, the number of the taken online courses showed the main effect on students' social presence (Mykota, 2015). However, the question raised in this study is that what about the effect of the taken in-campus semesters on students' perception of their social presence when using Web 2.0 for learning purpose.…”

Section: Semester Of the Study And Social Presencementioning

confidence: 97%

Web 2.0 for fostering students' social presence in online learning-based interaction

Al-Dheleai

Tasir

2019

J. Technol. Sci. Educ.

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Research in education confirmed that students engage in learning when they feel connected with others and when they play an active role in their learning process. Therefore; social presence (SP) considered as an important component of effective learning in both face-face and online learning environment. Therefore, this study intended to investigate students' perception about SP when using Web 2.0 tool for learning-based interaction and the difference in their perception based on gender and number of the semesters of the study. The participants of this study were 71 postgraduate students in one of the Malaysian public universities. The quantitative methods of data collection and data analysis were used in this study. Therefore, the researcher employed survey method using Online Social Presence Questionnaire (OSPQ) to collect the data. The data were analyzed using SPSS software to find mean, standard deviation of students' perception of their social presence while using Web 2.0 tool for learning-based interaction. Independent sample t-test was used to find the difference in students perception based on their gender. Moreover, One-Way ANOVA was used to find the difference in students' SP perception based on their semester of the study. The findings of this study showed that students expressed high perception about their social presence on Web 2.0 tool. Nonetheless, male students perceived higher social presence on Web 2.0 tool than female students. However, there were not significant differences in students' perception of social presence neither based on the gender difference nor on the number of the semester of the study.

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The Influence of Learner Characteristics on Social Presence

Cited by 6 publications

References 10 publications

Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation

Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation

Students’ Perceptions of Social Presence in Blended Learning Courses in a Tanzanian Medical College

Web 2.0 for fostering students' social presence in online learning-based interaction

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