Advancing Social Presence, Community, and Cognition Through Online Discussions

2018 ◽  
pp. 117-140 ◽  
Author(s):  
Susie Gronseth ◽  
Haoyue Zhang
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Social Presence ◽  
Student Participation ◽  
Learning Experiences ◽  
Online Discussions ◽  
Essential Component ◽  
Working Through ◽  
Instructor Presence ◽  
Social Comfort

Discussions are an essential component of online learning and an ingredient in establishing learner and instructor presence. Online discussions are generally considered key to student success, but they can be challenging to design and facilitate effectively. Engaging discussions show learners' presence, provide a means for students to make external what they are working through cognitively, and facilitate community and connections among students and faculty. This chapter presents multiple tool and format options that designers and instructors can select from to effectively prepare for and facilitate discussion activities that promote social presence. It offers strategies for facilitation and assessment of student participation in online discussions and recommendations for writing discussion questions and structuring discussion activities to enhance social comfort and meaningful interactions in online learning experiences.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

IMPROVING STUDENT SUCCESS AND SATISFACTION IN THE ONLINE LEARNING CONTEXT THROUGH INSTRUCTOR PRESENCE

2021 ◽  
Author(s):  
Michelle Rosser-Majors ◽  
Christine McMahon ◽  
Sandra Rebeor ◽  
Stephanie Anderson
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Learning Context ◽  
Instructor Presence

Online Learning and Metacognition

2020 ◽  
pp. 310-331
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

Private Interactions in Online Discussions

2020 ◽  
pp. 351-379
Author(s):  
Lesley Wilton ◽  
Rubaina Khan ◽  
Clare Brett ◽  
Paul C. Alexander
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Online Discussions ◽  
Future Research ◽  
Private Communication ◽  
Online Learning Environments ◽  
Building Trust ◽  
Discussion Threads ◽  
Education Courses

Private discussion entries (called “notes” in this chapter) provide opportunities for instructors to engage with students for social and cognitive support in discussion-based online learning environments. Situated within discussion threads, embedded private communication allows for personalized engagement with students to support learning through in-place feedback, redirection, and encouragement. Nine themes of the affordances of private notes were identified through the collection and analysis of quantitative and qualitative data gathered from four instructors and the activities of 278 students in 11 online graduate education courses. The benefits of private, in-place interactions identified by the instructors include encouraging authentic participation, building trust and social presence, redirecting conversation, providing advice about learning online, and more. A discussion of the importance of in-place private communications in online learning for providing feedback, reassurance, and guidance is supported by examples and followed by suggestions for future research.

Online Learning and Metacognition

2016 ◽  
pp. 221-241
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

scholarly journals Increasing Social Presence in Online Learning through Small Group Discussions

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Mete Akcaoglu ◽  
Eunbae Lee
Keyword(s):  
Online Learning ◽  
Small Group ◽  
Group Size ◽  
Social Presence ◽  
Social Space ◽  
Online Courses ◽  
Group Versus ◽  
Online Discussions ◽  
Group Discussions ◽  
Small Group Discussions

Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3.507, p = .001; social space, t(29) = 3.074, p = .005; and group cohesion, t(32) = 3.550, p = .001. We discuss how placing students in small and permanent discussion groups can augment social presence. Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions.

Is This Your Best Work?

2018 ◽  
pp. 1535-1545
Author(s):  
Cynthia J. Benton
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Classroom Practices ◽  
Student Participation ◽  
Online Course ◽  
Online Classroom ◽  
Online Learning Environments ◽  
Student Responses

This chapter summarizes both psychological and achievement considerations for student participation in online learning environments. Using journaling, student responses, and interviews, this study yielded consistent conclusions regarding the need for supported and interactive opportunities for students to interact with both peers and the instructor of the online course. Online classroom practices are described, and a number of issues contributing to student success and satisfaction are summarized. Future concerns for practices in online instruction and student learning are described.

Is This Your Best Work?

2014 ◽  
pp. 82-91
Author(s):  
Cynthia J. Benton
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Classroom Practices ◽  
Student Participation ◽  
Online Course ◽  
Online Classroom ◽  
Online Learning Environments ◽  
Student Responses

This chapter summarizes both psychological and achievement considerations for student participation in online learning environments. Using journaling, student responses, and interviews, this study yielded consistent conclusions regarding the need for supported and interactive opportunities for students to interact with both peers and the instructor of the online course. Online classroom practices are described, and a number of issues contributing to student success and satisfaction are summarized. Future concerns for practices in online instruction and student learning are described.

Let’s Enhance Learners’ Cultural Discussions

2013 ◽  
pp. 267-294
Author(s):  
Ana Oskoz
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Cognitive Activity ◽  
Online Discussions ◽  
Teaching Presence ◽  
Simple Description ◽  
Entry Level ◽  
The Social ◽  
Instructor Presence

This chapter reports on a study that examined the construction of a community of inquiry in a blended, foreign language, undergraduate, lower-level course. Students’ asynchronous discussions were analyzed by applying the social presence coding scheme developed by Rourke, Anderson, Garrison, and Archer (2001), by Garrison, Anderson, and Archer’s (2001) practical inquiry model, and Anderson, Rourke, Garrison, and Archer’s (2001) teaching presence code. The results indicate that undergraduate students were able to create an environment that encouraged reflection and meaningful interactions in online discussions. The blended environment, however, promoted different types of social interactions than those previously found in exclusively online discussions, with a lower presence of cohesive and affective indicators. At the cognitive level, this study suggests that while maintaining restrained intervention, a more active instructor presence is needed for entry-level learners to move to a higher level of cognitive activity — one which allows them to integrate concepts and move beyond simple description of concepts and ideas. In terms of teaching presence, the initial instructional design allowed learners to engage in similar interactions to those developed specifically for the online medium; yet, the author also found that the instructor’s presence is required for the best educational outcomes.

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