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ERIC Number: EJ1062945
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: 72
Introducing the Social Presence Model to Explore Online and Blended Learning Experiences
Whiteside, Aimee L.
Online Learning, v19 n2 Mar 2015
This study explores the level of "social presence" or connectedness, in two iterations of a 13-month, graduate-level certificate program designed to help K-12 school leaders integrate technology in their districts. Vygotsky's Social Development Theory serves as the theoretical lens for this programmatic research. The methods include a case study approach for coding discussions for 16 online courses using the pre-established Social Presence coding scheme as well as conducting instructor and student interviews and collecting observation notes on over a dozen face-to-face courses. The results of this study suggest the need for further research and development on the Social Presence coding scheme. Additionally, this study unveiled the Social Presence Model, a working model that suggests social presence consists of the following five integrated elements: Affective Association, Community Cohesion, Instructor Involvement, Interaction Intensity, and Knowledge and Experience. Finally, this study also highlighted the importance of multiple data sources for researchers, the need for researchers to request access to participant data outside the formal learning environment, and the inherently unique challenges instructors face with multimodal literacy and social presence in blended learning programs.
Descriptors: Online Courses, Blended Learning, Graduate Study, Social Development, Case Studies, Interviews, Teacher Attitudes, Student Attitudes, Technology Integration, School Districts, Observation, Literacy, Learning Experience, Models, Program Descriptions, Masters Programs, Computer Software, Affective Behavior, Coding, Educational Technology, Administrator Attitudes, Elementary Secondary Education, Discourse Analysis, Communities of Practice, Teacher Participation, Social Theories, Knowledge Level, Educational Policy
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: email@example.com; Web site: http://onlinelearningconsortium.org/publications/olj_main
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A