Technologically enhanced presence in the online composition classroom
Lynne M. Smelser, Michigan State University, United States
Michigan State University . Awarded
This study examines the connection between a growing interdisciplinary body of research on the subject of human perceptions of presence, and the increasing need for broadening discussions about how technology affects activities within the computers and writing classroom. One theory that appears particularly applicable to understanding the role of technology within the writing classroom is “social presence theory.” Dating back to the 1970s this theory comes from the work of social scientists John Short, Ederyn Williams and Bruce Christie who proposed that the match between communication media and organizational tasks affects efficiency and user satisfaction. Social presence theory in its modern form offers a powerful tool for addressing issues of presence in an era where pedagogy is intertwined with technology and dependent upon student interaction.
Presence research offers Computers and Writing scholars methods for researching and extending knowledge of how people use and understand technologies in relation to writing instruction. In addition, social presence theory is especially significant for those who employ hybrid learning environments because it offers a springboard for researching pedagogical and technological choices that will encourage deep, active learning within this new structure.
Smelser, L.M. Technologically enhanced presence in the online composition classroom. Ph.D. thesis, Michigan State University.
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