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Effects of online presence on learning performance in a blog-based online course
ARTICLE

, , Graduate Institute of Network Learning Technology, Taiwan ; , Department of Information Management, Taiwan ; , Graduate Institute of Network Learning Technology, Taiwan

Internet and Higher Education Volume 30, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved November 13, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2016.04.002

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