You are here:

BUILDING AFFECTIVE LEARNING COMMUNITY: SOCIAL PRESENCE & LEARNING ENGAGEMENT
PROCEEDINGS

, , , , University at Albany, United States

WebNet World Conference on the WWW and Internet, in San Antonio, Texas Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study is to develop and implement a coding scheme for analyzing an online discussion for social presence indicators and levels of learning engagement involved in the discussion. Specifically, the coding scheme for affective learning and the design of the rubric for evaluating learning engagement has been developed. In addition to the aforementioned tools, the authors discuss the relationship between the participant's affective use of language and learning engagement. We hypothesis that a person's engagement in learning is a result of their social presence. The presenters contend that, using this study an example, social presence, the affective use of language, is of paramount importance to interactions, the prerequisite of knowledge building and catalyst of higher level of learning engagement.

Citation

Polhemus, L., Shih, L.F., Swan, K. & Richardson, J. (2000). BUILDING AFFECTIVE LEARNING COMMUNITY: SOCIAL PRESENCE & LEARNING ENGAGEMENT. In Proceedings of WebNet World Conference on the WWW and Internet 2000 (pp. 800-802). San Antonio, Texas: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

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.