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Students’ Sense of Social Presence and the Relationship with Learning styles in a Teacher Education Course
PROCEEDINGS

, National Taiwan Normal University, Taiwan

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The study investigated 57 student teachers’ sense of social presence and the relationship with learning styles in a teacher education course. The Web 2.0 technologies included blogs, wikis, social networking, social bookmarking, and a virtual world. Learning styles were assessed in their relationship with students’ feelings. The results indicated that the social networking site achieved the most sense of social presence, and the social bookmarking site the least. The learning styles of reflective, intuitive, global were associated with the social presence of Web 2.0 tools. The findings may help educators gain more understanding of Web 2.0 technologies’ impact on student affect and the relationships between specific Web 2.0 technologies’ social presence and individual differences.

Citation

Hao, Y. (2012). Students’ Sense of Social Presence and the Relationship with Learning styles in a Teacher Education Course. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 899-904). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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