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Emerging Research Questions: Social Presence and its Relevancy to Cognitive and Affective Learning in an Asynchronous Distance-Learning Environment
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, Lee College-Huntsville Center, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This article examines the literature on the theory of social presence and its relevancy to cognitive and affective learning in an asynchronous distance-learning environment. With the evolution of distance education, colleges and universities have found themselves on the cutting edge of an unprecedented new era in online learning with asynchronous learning being perhaps one of the fastest growing areas in higher education today. In an effort to gain insight into effective instructional strategies for the design and development of courses, this review explores the relationships between student perceptions of self and others and how these perceptions influence their cognitive and affective learning outcomes. Implications for each role are discussed and conclusions and contributions to new knowledge in computing in higher education are drawn.

Citation

Jolivette-Jones, B. (2007). Emerging Research Questions: Social Presence and its Relevancy to Cognitive and Affective Learning in an Asynchronous Distance-Learning Environment. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1602-1609). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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