Relationships in Online Learning Experiences

2020 ◽  
pp. 140-152
Author(s):  
Robyn J. Emde ◽  
Erin Kathleen Doherty ◽  
Bradley ‘Scott' Ellis ◽  
Dina Flynt
Keyword(s):  
Online Learning ◽  
Student Retention ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Social Presence ◽  
Online Environment ◽  
Education Experience ◽  
Program Of Study ◽  
Personal Investment ◽  
The Relationship

A relationship is documented as a personal investment in another's life. Relationships add to learning environments as substantial to the growth of students. In an online learning environment, a relationship is defined by the mutual agreement between an educator and a learner in which expectations of increased knowledge gained through the education experience provided by the educator. It is evident that in an online environment it is vital to consistently evaluate in order to have the enrichment of relationships between student to professors and student to student. Research has shown that the creation of such environments results in a feeling of community and social presence for the students. Student satisfaction extends to the relationship students feel toward their professors. The strength of the student to professor relationship results in a key component in student retention. The method in which the relationships are established and built in an online environment are vital for student satisfaction and retention of students within a program of study.

The relationship between social presence and cognitive load

2019 ◽  
Vol 16 (2) ◽  
pp. 172-182
Author(s):  
Jamie Costley
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environments ◽  
Content Type ◽  
Germane Cognitive Load ◽  
High Level ◽  
The Relationship ◽  
Spearman’S Correlation

Purpose As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students’ levels of social presence affect germane cognitive load. Germane cognitive load is the amount that students are able to construct schema and can be seen as analogous to learning. Design/methodology/approach This study looks at the results of survey data (n = 433) that investigate the relationship between social presence and germane cognitive load. The students were surveyed from the Open Cyber University of Korea in the fall semester of 2018. Findings The present study found a statistically significant positive relationship between social presence and germane cognitive load. The study found a Spearman’s correlation coefficient of 0.595. Furthermore, the sample was divided into a high, medium and low grouping of social presence. Among these groupings, the high level social presence had the highest level of germane cognitive load, and the low level social presence had the lowest level of germane cognitive load. Originality/value This result shows the importance and value of developing levels of social presence in online environments. Some research has shown relationships between student interaction and learning, but the present study looks directly at social presence and germane cognitive load. From this research, the authors can see the value of encouraging higher levels of social interaction in online learning environments.

Social Presence in an Online Learning Environment

2010 ◽  
pp. 656-673 ◽  
Author(s):  
Susan J. Crim ◽  
Thomas G. Reio
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Social Presence ◽  
Online Courses ◽  
Educational Environment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Learning Research ◽  
The Relationship

Limited studies on social presence in online learning do not lend themselves to understanding its effects on student learning. Research indicates a heightened need for examining the relationship between social presence and perceived learning and satisfaction as well as retention in online courses. Incorporating social presence into online courses might promote better learning. Further research on learning in an online environment is necessary to guide educators in delivering the best educational environment.

The Value of Social Presence in Developing Student Satisfaction and Learning Outcomes in Online Environments

2015 ◽  
pp. 120-132
Author(s):  
Michael Marmon
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Social Presence ◽  
Geographic Distance ◽  
Transactional Distance ◽  
Online Learning Environments ◽  
Transactional Distance Theory ◽  
History Of

As humanity continues into the twenty-first century, online or distance education is emerging as a viable alternative to the learning that is occurring in traditional university-level learning environments. While there is little difference in the quality of learning and information being presented between these two methods, there are distinct differences in the interactions occurring between students and instructors. Specifically, the presence of physical geographic distance creates a feeling of isolation in the minds of the students participating in these online learning environments. This chapter examines the concept of isolation through the lens of Moore's Transactional Distance Theory, which offers an explanation for why such attitudes permeate in this method of instructing students. Moreover, by discussing the history of the medium and the importance of Moore's Transactional Distance Theory, it is possible determine the best practices and procedures for creating a feeling of social presence in online learning environments.

Being online: social presence as subjectivity in online learning

2010 ◽  
Author(s):  
Benjamin Kehrwald
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Exploratory Study ◽  
Online Learning Environments ◽  
The Relationship

This article discusses the relationship between social presence and subjectivity in online learning environments. Drawing from views of subjectivity synthesised by de Sousa and an exploratory study into online social presence (by Kehrwald), the presentation identifies the links between various forms of subjectivity and the operation of social presence. The conclusions highlight the benefits of explicitly associating subjectivity with social presence in online learning and some of the key implications for online learning practice.

The Value of Social Presence in Developing Student Satisfaction and Learning Outcomes in Online Environments

2016 ◽  
pp. 1551-1564
Author(s):  
Michael Marmon
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Social Presence ◽  
Geographic Distance ◽  
Transactional Distance ◽  
Online Learning Environments ◽  
Transactional Distance Theory ◽  
History Of

As humanity continues into the twenty-first century, online or distance education is emerging as a viable alternative to the learning that is occurring in traditional university-level learning environments. While there is little difference in the quality of learning and information being presented between these two methods, there are distinct differences in the interactions occurring between students and instructors. Specifically, the presence of physical geographic distance creates a feeling of isolation in the minds of the students participating in these online learning environments. This chapter examines the concept of isolation through the lens of Moore's Transactional Distance Theory, which offers an explanation for why such attitudes permeate in this method of instructing students. Moreover, by discussing the history of the medium and the importance of Moore's Transactional Distance Theory, it is possible determine the best practices and procedures for creating a feeling of social presence in online learning environments.

scholarly journals Assessing the relationship among service quality, student satisfaction and loyalty: the NIGERIAN higher education experience

Heliyon ◽  
2021 ◽  
pp. e07590
Author(s):  
Taiye T. Borishade ◽  
Olaleke O. Ogunnaike ◽  
Odunayo Salau ◽  
Bolanle D. Motilewa ◽  
Joy I. Dirisu
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Education Experience ◽  
The Relationship

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

scholarly journals The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

2021 ◽  
Vol 22 (4) ◽  
pp. 1-21
Author(s):  
Farhat Munir ◽  
Aizza Anwar ◽  
Daisy Mui Hung Kee
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Social Presence ◽  
Process Model ◽  
Sampling Technique ◽  
Snowball Sampling ◽  
Online Data ◽  
Problem Solving Skills ◽  
Cognitive Problem ◽  
The Relationship

The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students’ motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students’ fear of COVID-19 and students’ social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21)  was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes’ PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students’ social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students’ social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.

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.

Maximizing Multicultural Online Learning Experiences with the Social Presence Model, Course Examples, and Specific Strategies

2012 ◽  
pp. 395-413 ◽  
Author(s):  
Aimee L. Whiteside ◽  
Amy Garrett Dikkers
Keyword(s):  
Human Rights ◽  
Online Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Social Presence ◽  
Cultural Learning ◽  
Online Interactions ◽  
The Social ◽  
Prior Experiences

This chapter presents Whiteside’s (2007) Social Presence Model, course examples, and specific strategies and explains how such factors help facilitators maximize interactions in multicultural, online learning environments. The model provides a framework rooted in socio-cultural learning, linguistic nuances, learning communities, prior experiences, and instructor investment. The chapter also illustrates how the Social Presence Model, coupled with examples from a Human Rights Education case study and research-based strategies, can make significant differences in online interactions.

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