Social Presence in Technology-Rich Learning Environments: How Real We Are Feeling Connected and How Does It Matter for Learning?

Autor/inn/en	Huang, Xiaoshan; Ruiz-Segura, Alejandra; Tan, Chengyi; Wang, Tingting; Sharma, Robin; Lajoie, Susanne P.
Titel	Social Presence in Technology-Rich Learning Environments: How Real We Are Feeling Connected and How Does It Matter for Learning?
Quelle	In: Information and Learning Sciences, 124 (2023) 11-12, S.396-424 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-04-2023-0034
Schlagwörter	Instructional Design; Educational Technology; Technology Uses in Education; Student Characteristics; Social Influences; Learning Management Systems; Learning Experience; Interpersonal Relationship; Higher Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sozialer Einfluss; Lernerfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Purpose: Social presence (SP), which refers to individuals' perception of others being engaged as "real people" in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades. Design/methodology/approach: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes. Findings: The study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments. Originality/value: This research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01