Investigating Presence as a Predictor of Learning Outcomes in E-learning Environment
Myunghee Ju Kang, Jisim Kim, Misoon Park, Ewha Womens University, Korea (South)
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
By being aware of the blemish of e-learning, an alternative idea is that meaningful learning occurs with a strong sense of the learners’ presence. In attempt to increase a learners’ presence, theorist and practitioners are likely to continue to provide blended e-learning. In this study, the authors attempt to investigate the predictors of academic achievement and learner satisfaction in blended e-learning. Based on the Cybergogy model, the presence is composed of three subcomponents: cognitive, social, and emotional presence. This study was conducted with sixty eight students enrolled in blended e-learning course at a university in Korea. Findings revealed that cognitive presence predicted academic achievement. Also, cognitive presence and emotional presence predicted learner satisfaction.
Kang, M.J., Kim, J. & Park, M. (2008). Investigating Presence as a Predictor of Learning Outcomes in E-learning Environment. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4175-4180). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
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