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Examination of Social Presence in e-Learning from Non-native English Speakers' Perspective
PROCEEDINGS

, State University of New York at Albany, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Review of literature has shown that social presence plays a significant role in students' online learning. Due to the convenience of taking courses online-any time, any where and due to its ability to promote international collaborative learning and teamwork, global learning community is becoming a reality. Examination of non-native English speakers' learning behavior definitely deserves more attention from researchers and practitioners of online education. This study examines how non-native English speakers' perception of social presence correlates with their perceived interaction in online discussion, perceived learning, and satisfaction? This study will add knowledge on social presence in online learning from non-native English speakers' perspective, and therefore fill in the gap in the research about social presence in online learning. In addition, the findings of the study may provide serious implications for design and development of global online courses.

Citation

Teng, Y. (2005). Examination of Social Presence in e-Learning from Non-native English Speakers' Perspective. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2343-2346). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

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