Investigating Factors that Influence Social Presence and Learning Outcomes in Distance Higher Education

Autor/inn/en	Kim, Jungjoo; Kwon, Yangyi; Cho, Daeyeon
Titel	Investigating Factors that Influence Social Presence and Learning Outcomes in Distance Higher Education
Quelle	In: Computers & Education, 57 (2011) 2, S.1512-1520 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.02.005
Schlagwörter	Electronic Learning; Higher Education; Distance Education; Learning Experience; Influences; Student Characteristics; Interaction; Teacher Effectiveness; Internet; Computer Assisted Instruction; Predictor Variables; Correlation; Student Attitudes; College Students; Instructional Effectiveness; Social Environment + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Distance study; Distance learning; Fernunterricht; Lernerfahrung; Influence; Einfluss; Einflussfaktor; Interaktion; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Prädiktor; Korrelation; Schülerverhalten; Collegestudent; Soziales Umfeld
Abstract	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, developed and sustained in distance higher education as it promotes and supports discourse based learning. This study examines the relationship among demographic and other variables, social presence and learning satisfaction. Results showed demographic variables, such as gender, online learning experience and work status were not significant factors in terms of influencing on either social presence or learning satisfaction. While media integration and instructor's quality teaching were significant predictors of both social presence and learning satisfaction, interactivity among participants was a predictor of social presence but not of learning satisfaction. Along with the study findings, some implications were discussed for online learning practitioners in higher education setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10