EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
A significant body of research literature confirms that social presence is an important element of online teaching and learning and students rank interactivity with peers and instructors, and teaching presence as very important for their learning experience (Richardson & Swan, 2003; Garrison 2009). A major difference between synchronous and asynchronous online teaching and learning platforms is the opportunity for regularly scheduled, real-time interaction with instructor and peers. In this study, we compare student perceptions of synchronous and asynchronous options, considering variables that impact social presence, interactivity, engagement and satisfaction. Theories that contribute to our understanding of instructor and student online interactions are discussed.
Taverna, F., Paulo Kushnir, L., Berry, K. & Harrison, L. (2015). Keeping It Real: Factors that Impact Social Presence, Feelings of Isolation, and Interactivity in Online Learning. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1343-1353). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)