Learner Characteristics as Predictors of Online Social Presence
ARTICLE
David Mykota, Randy Duncan
Canadian Journal of Education Volume 30, Number 1, ISSN 0380-2361
Abstract
In this study, the authors determined the individual learner characteristics of educators enrolled in online courses that influenced social presence (affective social communication). Findings reveal that the number of online courses taken, followed by computer-mediated communication proficiency, are significant predictors of social presence. Recommendations for the effective use of online learning recognize that instructors must deliberately structure interaction patterns to overcome the potential lack of social presence of the medium. Similarly, quality instructional design and course development strategies need be incorporated with supportive pre-course instructional activities provided to acquaint novice learners with online learning expectations. (Contains 2 tables.)
Citation
Mykota, D. & Duncan, R. (2007). Learner Characteristics as Predictors of Online Social Presence. Canadian Journal of Education, 30(1), 157-170. Retrieved August 14, 2024 from https://www.learntechlib.org/p/99782/.
This record was imported from
ERIC on April 18, 2013. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
Sunnie Watson, Purdue University, Assistant Professor; William Watson & Jennifer Richardson, Purdue University, Associate Professor.; Jamie Loizzo, University of Nebraska Lincoln, Assistant Professor
The International Review of Research in Open and Distributed Learning Vol. 17, No. 3 (May 16, 2016)
-
Online Learning: Students’ Perception, Satisfaction, and Comfort
Sean Lancaster & Paula Lancaster, Grand Valley State University, United States
Global Learn 2016 (Apr 28, 2016) pp. 460–465
-
Desired and Experienced Levels of Connectivity to Various Components of an Asynchronous, Online, Distance Degree Program
Kari Chiasson, Patti Mahar, Katherine Terras, Mary Baker & Shawnda Schroeder, University of North Dakota, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 657–663
-
Beginning course surveys: Bridges to knowing and bridges to being
David Starr-Glass, Empire State College State University of New York
The International Review of Research in Open and Distributed Learning Vol. 12, No. 5 (Jun 29, 2011) pp. 138–157
-
Reconstructing Distance Education Training in the State of Utah: Connecting the Literature on Best Methods to the Development
George Miller, Utah State Office of Educaiton, United States; David Stokes, Westminster College, SLC, Utah, United States; Lisa Williamson, Utah Valley University, Orem, Utah, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 466–474
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
