A Study of the Predictive Relationship between Online Social Presence and ONLE Interaction
IJDET Volume 10, Number 3, ISSN 1539-3100 Publisher: IGI Global
Open Network Learning Environments (ONLE) are online networks that afford learners the opportunity to participate in creative content endeavors, personalized identity projections, networked mechanism management, and effective collaborative community integration by applying Web 2.0 tools in open environments. It supports social interaction by integrating User-Generated Content, Participatory Web, digital identities, social and networking linkages, and collaborative learning community to allow learners manage and tailor their social presence. The purposes of this study were to assess the predictive relationship between online social presence and overall ONLE's social interaction and examine the predictive relationships between online social presence and four dimensions of ONLE's interaction (i.e., cognitive, social, networking, and integration). The results of this study did not support the role of online social presence as a predictor for overall ONLE's social interaction. Although social presence can serve as a predictor for networking and integration dimensions, social presence cannot serve as a predictor for cognitive and social dimensions. This study suggests CMC and ONLE have different dynamics in social interaction. ONLE focuses on "social" and "networking" linkages to transform online learners into "network learners" to project their ideal and preferred "network social presence" rather than online social presence. (Contains 4 tables.)
Tu, C.H., Yen, C.J., Blocher, J.M. & Chan, J.Y. (2012). A Study of the Predictive Relationship between Online Social Presence and ONLE Interaction. International Journal of Distance Education Technologies, 10(3), 53-66. IGI Global.
Cited ByView References & Citations Map
Implementing online learning in Nepalese Teacher Education: Faculty use of Learning Management Systems
Monica Johannesen & Leikny Øgrim, Oslo and Akershus University College of Applied Sciences, Norway; Shesha Kanta Pangeni, Kathmandu University, Nepal; Bed Prasad Dhakal, Tribhuvan University, Nepal
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2082–2094
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.