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Investigating factors that influence social presence and learning outcomes in distance higher education
ARTICLE

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Computers & Education Volume 57, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

There are many factors that influence distance learning especially in higher education where collaborative and communicative discourse is necessary for pursuing knowledge. Social presence, among other factors, is an important concept to be facilitated, developed and sustained in distance higher education as it promotes and supports discourse based learning. This study examines the relationship among demographic and other variables, social presence and learning satisfaction. Results showed demographic variables, such as gender, online learning experience and work status were not significant factors in terms of influencing on either social presence or learning satisfaction. While media integration and instructor’s quality teaching were significant predictors of both social presence and learning satisfaction, interactivity among participants was a predictor of social presence but not of learning satisfaction. Along with the study findings, some implications were discussed for online learning practitioners in higher education setting.

Citation

Kim, J., Kwon, Y. & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512-1520. Elsevier Ltd. Retrieved February 27, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.02.005

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