Social Presence, Satisfaction, and Perceived Learning of RN-to-BSN Students in Web-Based Nursing Courses

2011 ◽  
Vol 32 (2) ◽  
pp. 115-119 ◽  
Author(s):  
SUSAN C. COBB
Keyword(s):  
Social Presence ◽  
Perceived Learning ◽  
Web Based ◽  
Rn To Bsn ◽  
Nursing Courses ◽  
Bsn Students

Cloud Computing Assessment for Students' Social Presence in Relation to Satisfaction and Perceived Learning

2018 ◽  
pp. 59-82 ◽  
Author(s):  
Marva Mirabolghasemi ◽  
Noorminshah A. Iahad ◽  
Sahar Hosseinikhah Choshaly
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Social Presence ◽  
Teaching And Learning ◽  
New Technology ◽  
Educational Experiences ◽  
Educational Environment ◽  
Peninsular Malaysia ◽  
Perceived Learning ◽  
Educational Environments

Many higher education institutions are hoping to enhance student engagement in learning environment for improving the educational experiences and outcomes. Therefore, providing expectations of learners and using new technology environments to facilitate their teaching and learning activities are prominent to make universities competitive. A solution can be cloud computing which is the newest alternative in current educational environments and has significant impact on teaching and learning. This study explores the cloud-based educational environment and discusses how universities may take advantage of cloud computing in terms of students' social presence in relation to satisfaction and perceived learning. This study conducted a survey consisting of 13 questions among students from a public university in the southern region of peninsular Malaysia. The total number of respondents is 103 students. Through this study, a basis for the investigation of cloud computing in higher education is successfully established.

Gender Differences in E-Learning

2012 ◽  
pp. 175-191
Author(s):  
Richard D. Johnson
Keyword(s):  
Gender Differences ◽  
Learning Environments ◽  
Social Presence ◽  
Peer Communication ◽  
Web Based ◽  
Communication Processes ◽  
E Learning ◽  
Communication Differences ◽  
Using Data ◽  
Course Outcomes

Although previous research has suggested that women may be at a learning disadvantage in e-learning environments, this study examines communication differences between women and men, arguing that women’s communication patterns may provide them with a learning advantage. Using data from 303 males and 252 females, this paper discusses gender differences in course communication processes and course outcomes in a web-based introductory information systems course. Results indicate that women communicated more, perceived the environment to have greater social presence, were more satisfied with the course, found the course to be of greater value, and had marginally better performance than men. Despite the challenges facing women in e-learning environments, the results of this study suggest that e-learning environments that allow for peer to peer communication and connectedness can help females overcome some of these disadvantages. Implications for research and practice are also discussed.

Integrating Medical Education with Medical Practice

2011 ◽  
pp. 433-445 ◽  
Author(s):  
Arindam Basu ◽  
Billy O’ Steen ◽  
Mary Allan
Keyword(s):  
Medical Education ◽  
Social Networking ◽  
Social Presence ◽  
Teaching And Learning ◽  
Professional Preparation ◽  
Web Based ◽  
Face To Face ◽  
Approach To Teaching ◽  
Networking Technologies ◽  
Social Constructivist Approach

Education is essentially a social phenomenon. As such, a social constructivist approach to teaching and learning is highly applicable to all disciplines and especially medicine where most graduates are required to deeply engage with society and need to communicate with a diverse array of people as part of their professional responsibilities. While traditional models of medical education are predicated on the establishment of face-to-face interactions, particularly within teaching hospital settings and residencies, there may be some opportunities to utilize current developments in online social networking technologies to enhance students’ and instructors’ experiences {references}. A review of social networking in the professional preparation of medical students and their subsequent practices would be helpful in determining the viability of such an approach. In this chapter, we provide a review of two key concepts of online social learning (social presence and media richness), explore how they can be implemented in the current wave of web based collaboration tools, and indicate their place in medical education. We provide a few examplars of how educators are incorporating web based or online social tools in student learning in the context of medical education and indicate some ways to extend this approach further.

Continuing Education for Mentors and a Mentoring Program for RN-to-BSN Students

2016 ◽  
Vol 47 (6) ◽  
pp. 272-277 ◽  
Author(s):  
Rita E. Cheek ◽  
Jo Ann Walsh Dotson ◽  
LeAnn A. Ogilvie
Keyword(s):  
Continuing Education ◽  
Mentoring Program ◽  
Rn To Bsn ◽  
Bsn Students

scholarly journals The Relationships Between Students’ Perceived Learning Styles and the Community of Inquiry Presences in a Graduate Online Course

2016 ◽  
Vol 11 (04) ◽  
pp. 40 ◽  
Author(s):  
Hasnae Mouzouri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Perceived Learning ◽  
Master's Students ◽  
Personal Learning ◽  
The Social ◽  
Style Preferences

In this paper, the author examined whether there is any correlation between students’ perceived learning styles as identified by Felder and Silverman (2002) and each of the three presences of the Garrison et al.’s Community of Inquiry (CoI) framework (2000): the teaching presence, the social presence and the cognitive presence. First, the CoI survey was administered to a sample of Master’s students (N=24) at the University Mohamed First in Morocco. Then transcript analysis of online discussion postings was investigated to explore the links of the three presences of the CoI framework with students’ self-perceptions of personal learning style preferences. Analysis of the data collected from these instruments revealed significant relationships between students’ perceived learning styles with regard to some domains of the Felder and Silverman’s model and only two presences of the CoI framework: the social and cognitive presences. The findings have important implications for how to design online courses in a way that fits students’ needs and thus foster effective learning.

3D Avatars and Collaborative Virtual Environments

2011 ◽  
pp. 1-6
Author(s):  
Koon-Ying Raymond Li ◽  
James Sofra
Keyword(s):  
Virtual Environments ◽  
Social Presence ◽  
Virtual Communities ◽  
Virtual Community ◽  
Collaborative Virtual Environments ◽  
Web Based ◽  
Collaborative Virtual Environment ◽  
Communication Processes ◽  
Potential Benefits ◽  
Collaborative Activities

With the exponential growth in desktop computing power and advancements in Web-based technologies over the past decade, the virtual community is now a reality. The latest derivative of the virtual community, made possible by 3D avatars, is called the collaborative virtual environment (CVE). These CVEs often provide “fantasy-themed online worlds” for participants to socially interact. Instead of placing emphasis on teamplaying, the sharing of information, and collaborative activities, a CVE focuses on social presence and communication processes. Unlike virtual environments which allow participants to discuss what is going on in the real world, the participants’ experiences of the virtual world provided by the CVE are often the main topics for discussion. These CVEs, just like their real counterparts, have their own issues and problems. This article will analyze the potential benefits of avatars, helping to build virtual communities and explore the possible issues that are associated with the CVE.

Professional Values of RN-to-BSN Students in an Online Program

2015 ◽  
Vol 40 (5) ◽  
pp. 258-262 ◽  
Author(s):  
Cynthia L. Koomey ◽  
Kathryn Osteen ◽  
Jennifer Gray
Keyword(s):  
Professional Values ◽  
Online Program ◽  
Rn To Bsn ◽  
Bsn Students

Teaching-Learning Professional Caring Based on Jean Watson’s Theory of Human Caring

2007 ◽  
Vol 11 (4) ◽  
pp. 8-16 ◽  
Author(s):  
Kathleen L. Sitzman
Keyword(s):  
Nursing Leadership ◽  
Professional Activity ◽  
Professional Identities ◽  
Web Based ◽  
The Creation ◽  
Theory Of Human Caring ◽  
Teaching Learning ◽  
Human Caring ◽  
Bsn Students

Acourse created for senior BSN students clarifies how to enact Jean Watson’s theoretical caring concepts in relation to self, others, peers/co-workers, nursing leadership, local/world communities, the environment, and web-based interactions. Students begin to build unique caring professional identities based on enhanced understanding of caring and through studying others’ professional caring activities. Aculminating project requires each student to create and enact a caring professional activity. This article presents a brief overview of Watson’s Theory of Human Caring and explores how it was applied in the creation of this course.

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