ABSTRACT
To facilitate smooth online learning in countries, UNESCO provides a range of technical support and resource support to reduce the disruptions to learning caused by the epidemic. Social presence is a subjective feeling of learners and has become one of the important indicators to measure the effectiveness of learners' online learning. In this study, we designed and developed a social presence scale to measure and analyze students' social presence in live online classes from the perspective of students' emotions, to verify the relationship between social presence and satisfaction and to propose corresponding improvement strategies to enhance students' online learning effectiveness. The study found that the overall level of students' social presence in current live classes is low; the use of different live platforms affects students' social presence; and there is a strong positive correlation between students' social presence and learning satisfaction in online live classes. Based on this, strategies to improve students' social presence are proposed to provide a reference for front-line teachers' online teaching.
- Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018).American Journal of Distance Education, 33(4), 289-306.Google Scholar
- Yu, J., Huang, C., Han, Z., He, T., & Li, M. (2020). Investigating the influence of interaction on learning persistence in online settings: Moderation or mediation of academic emotions?. International Journal of Environmental Research and Public Health, 17(7), 2320.Google ScholarCross Ref
- Lyons, A., Reysen, S., & Pierce, L. (2012). Video lecture format, student technological efficacy, and social presence in online courses. Computers in Human Behavior, 28(1), 181-186.Google ScholarDigital Library
- Aslan, A. (2021). Problem-based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction. Computers & Education, 171, 104237.Google ScholarCross Ref
- Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment. American journal of distance education, 11(3), 8-26.Google Scholar
- Kim, J. (2011). Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology, 42(5), 763-777.Google ScholarCross Ref
- Short,J.,Williams,E.,&Christie,B.(1976).The social psychology of telecommunications.London:John Wiley&Sons.Google Scholar
- Biocca, F., Harms, C., & Burgoon, J. K. (2003). Toward a more robust theory and measure of social presence: Review and suggested criteria. Presence: Teleoperators & virtual environments, 12(5), 456-480.Google Scholar
- Kim, J. (2011). Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology, 42(5), 763-777.Google ScholarCross Ref
- Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students' perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235.Google ScholarCross Ref
- Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management science, 32(5), 554-571.Google Scholar
- Mackey, K. R., & Freyberg, D. L. (2010). The effect of social presence on affective and cognitive learning in an international engineering course taught via distance learning. Journal of Engineering Education, 99(1), 23-34.Google ScholarCross Ref
- Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internet-based MBA courses. Journal of management education, 24(1), 32-54.Google ScholarCross Ref
- Thurmond, V. A., Wambach, K., Connors, H. R., & Frey, B. B. (2002). Evaluation of student satisfaction: Determining the impact of a web-based environment by controlling for student characteristics. The American journal of distance education, 16(3), 169-190.Google Scholar
Index Terms
- The Current Situation and Enhancement of Students' Social Presence in Live Online Learning Classes Strategy Study
Recommendations
Investigating factors that influence social presence and learning outcomes in distance higher education
There are many factors that influence distance learning especially in higher education where collaborative and communicative discourse is necessary for pursuing knowledge. Social presence, among other factors, is an important concept to be facilitated, ...
Design to Improve Social Presence among University Students in Asynchronous Online Learning Environment
CHI EA '23: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing SystemsSince the COVID-19 pandemic, online lectures are becoming more common in higher education. Specifically, asynchronous online classes have become increasingly popular because of their flexibility. Asynchronous online courses, however, may negatively ...
Facilitating active social presence and meaningful interactions in online learning
Online learning has minimized many barriers and constraints that are common in traditional learning environments. However, due to the absence of face-to-face contacts, students and instructors are usually faced with the lack of active social presence ...
Comments