Increasing Social Presence in Online Learning through Small Group Discussions
Mete Akcaoglu ; Eunbae Lee, Georgia Southern University
IRRODL Volume 17, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press
Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3.507, p = .001; social space, t(29) = 3.074, p = .005; and group cohesion, t(32) = 3.550, p = .001. We discuss how placing students in small and permanent discussion groups can augment social presence. Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions.
Akcaoglu, M. & Lee, E. (2016). Increasing Social Presence in Online Learning through Small Group Discussions. The International Review of Research in Open and Distributed Learning, 17(3),. Athabasca University Press.
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Size Matters: An Exploratory Study of the Impact of Discussion Forum Format on Social Presence and Cognitive Presence
Valerie Barbaro, University of Minnesota, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2068–2074
David Mykota, Dept. of Educational Psychology & Special EducationCollege of EducationUniversity of Saskatchewan, Canada
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 983–988
Mete Akcaoglu; Eunbae Lee, Georgia Southern University
The International Review of Research in Open and Distributed Learning Vol. 17, No. 3 (May 16, 2016)
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