You are here:

Social Presence in Massive Open Online Courses ARTICLE

, Institute for Application of the Learning Science and Educational Technology, National University of Singapore ; , Teaching Innovation Unit, University of South Australia ; , Delft University of Technology ; , hennisNL ; , Teaching Innovation Unit, University of South Australia ; , Faculty of Education, Monash University School of Informatics, The University of Edinburgh ; , Teaching Innovation Unit, University of South Australia

IRRODL Volume 19, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

The capacity to foster interpersonal interactions in massive open online courses (MOOCs) has frequently been contested, particularly when learner interactions are limited to MOOC forums. The establishment of social presence\u2014a perceived sense of somebody being present and \u201creal\u201d\u2014is among the strategies to tackle the challenges of online learning and could be applied in MOOCs. Thus far, social presence in MOOCs has been under-researched. Studies that previously examined social presence in MOOCs did not account for the peculiar nature of open online learning. In contrast to the existing work, this study seeks to understand how learners perceive social presence, and the different nuances of social presence in diverse MOOC populations. In particular, we compare perceptions of social presence across the groups of learners with different patterns of forum participation in three edX MOOCs. The findings reveal substantial differences in how learners with varying forum activity perceive social presence. Perceptions of social presence also differed in courses with the varying volume of forum interaction and duration. Finally, learners with sustained forum activity generally reported higher social presence scores that included low affectivity and strong group cohesion perceptions. With this in mind, this study is significant because of the insights into brings to the current body of knowledge around social presence in MOOCs. The study\u2019s findings also raise questions about the effectiveness of transferring existing socio-constructivist constructs into the MOOC contexts.

Citation

Poquet, O., Kovanovi\u0107, V., de Vries, P., Hennis, T., Joksimovi\u0107, S., Ga\u0161evi\u0107, D. & Dawson, S. (2018). Social Presence in Massive Open Online Courses. The International Review of Research in Open and Distributed Learning, 19(3),. Athabasca University Press. Retrieved August 19, 2018 from .

Keywords

View References & Citations Map

References

  1. Akyol, Z., & Garrison, D.R. (2008). The development of a community of inquiry over time in an online
  2. Akyol, Z., Garrison, D.R., & Ozden, M.Y. (2009). Online and blended communities of inquiry: Exploring the
  3. Appiah-Kubi, K., & Rowland, D. (2016). PEER support in MOOCs: The role of social presence. In Proceedings of the Third (2016) ACM Conference on Learning@ Scale (pp. 237–240). New York:
  4. Bransford, J., Brown, A., & Cocking, R. (2000). How people learn. Washington, DC: National Academy Press.
  5. Cheung, E. (2014). Analyzing student engagement and retention in Georgetown’s first MOOC:
  6. Damm, C.A. (2016). Applying a community of inquiry instrument to measure student engagement in large online courses. Current Issues in Emerging eLearning, 3(1).
  7. Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 3(18). DOI> 10.5334/2012-18
">Http://doi.org/10.5334/2012-18
  • Díaz, S.R., Swan, K., Ice, P., & Kupczynski, L. (2010). Student ratings of the importance of survey items,
  • Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds.), Learning in humans and machine: Towards an interdisciplinary learning science (pp. 189-211). Oxford, England: Elsevier.
  • Eynon, R., Gillani, N., Hjorth, I., and Yasseri, T. (2014). Conceptualising interaction and learning in MOOCs. MOOC Research Initiative. Retrieved from http://lntrg.education.ox.ac.uk/projects/conceptualising-interaction-and-learning-in-moocs/
  • Ferguson, R., & Clow, D. (2015). Examining engagement: Analysing learner subpopulations in massive open online courses (MOOCs). In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (pp. 51–58). Poughkeepsie, New York: ACM.
  • Garrison, D.R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
  • Garrison, D.R., Cleveland-Innes, M., & Fung, T.S. (2010). Exploring causal relationships among teaching,
  • Hecking, T., Chounta, I.-A., & Hoppe, H.U. (2016). Investigating social and semantic user roles in MOOC discussion forums. In Proceedings of the Sixth International Conference on Learning Analytics& Knowledge (pp. 198–207). DOI> 10.1145/2883851.2883924
  • ">Http://doi.org/10.1145/2883851.2883924
  • Holm, S. (1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 6(2), 65–70.
  • Johnson, D.W. (1981). Student-student interaction: The neglected variable in education. Educational Researcher, 10(1), 5–10. DOI> 10.3102/0013189X010001005
  • ">Https://doi.org/10.3102/0013189X010001005
  • Joksimović, S., Gašević, D., Kovanović, V., Riecke, B.E., & Hatala, M. (2015). Social presence in online
  • Kilgore, W., & Lowenthal, P. (2015). The human element MOOC: An experiment in social presence. In R.D. Wright (Ed.), Student-teacher interaction in online learning environments (pp. 373–391). Hershey,
  • Liu, S.Y., Gomez, J., & Yen, C.-J. (2009). Community college online course retention and final grade: Predictability of social presence. Journal of Interactive Online Learning, 8(2).
  • Lowenthal, P.R. (2009). The evolution and influence of social presence theory on online learning. In S. Dasgupta (Ed.), Social computing: Concepts, methodologies, tools, and applications (pp. 113–128).
  • Na Ubon, A., & Kimble, C. (2004). Exploring social presence in asynchronous text-based online learning communities. In Proceedings of the 5th International Conference on Information Communication Technologies in Education 2004 (pp. 292–297). IEEE.
  • Picciano, A.G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21–40.
  • Rovai, A. (2002). Building sense of community at a distance, The International Review of Research in Open and Distributed Learning, 3(1), 1–16. Http://doi.org/10.19173/irrodl.v3i1.79
  • Rovai, A., & Barnum, K.T. (2007). On-line course effectiveness: An analysis of student interactions and perceptions of learning. International Journal of E-Learning& Distance Education, 18(1), 57–73.
  • Swan, K. (2003). Developing social presence in online course discussions. Learning and Teaching with Technology: Principles and Practices, 147–164.
  • Swan, K. (2004). Relationships Between Interactions and Learning in Online Environments. [Report]. The Sloan Consortium. Retrieved from http://moodle.isle.ac.nz/pluginfile.php/2782/mod_data/content/19/Learning%20in%20on DASHDASH
  • Tu, C.-H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131–150.
  • Weidlich, J., & Bastiaens, T.J. (2017). Explaining social presence and the quality of online learning with the SIPS model. Computers in Human Behavior, 72, 479–487.
  • These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.