Effects of online presence on learning performance in a blog-based online course
Jie Chi Yang, Benazir Quadir, Graduate Institute of Network Learning Technology, Taiwan ; Nian-Shing Chen, Department of Information Management, Taiwan ; Qiang Miao, Graduate Institute of Network Learning Technology, Taiwan
Internet and Higher Education Volume 30, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
This study investigated how learners' perceived online presence contributed to their learning performance while participating in a blog-based university course. Although the literature evidently highlights that there is a necessity for online presence in online courses, concrete design approaches and empirical evaluation of the impact of online presence on learning performance in blog-based courses are lacking. An empirical study was therefore conducted to understand the relationship between individuals' perceptions of online presence, in terms of teaching, social and cognitive presences, and their learning performance, in terms of subjective and objective learning outcomes. Research questions were tested and data were analyzed using regression analysis. The results indicate that online presence has a significant influence on learning performance. A subsequent analysis found that cognitive presence played the most important role in blog-based online learning performance. This study also identified a significant relationship in learning performance between students' subjective and objective learning outcomes.
Yang, J.C., Quadir, B., Chen, N.S. & Miao, Q. (2016). Effects of online presence on learning performance in a blog-based online course. Internet and Higher Education, 30(1), 11-20. Elsevier Ltd.
Cited ByView References & Citations Map
Yingjie Liu, San Jose State University, United States; Patrick Dempsey, Johns Hopkins University, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 584–588
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