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Psychosocial Learning Environments in Online versus Blended Instruction
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, , University of Alabama, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to explore the differences between the development of the three presences in the Community of Inquiry (CoI) theoretical framework in online versus blended instruction. The CoI framework consists of the teaching, social, and cognitive presences, as well as the confluence of the three. The development of a psychosocial education environment was considered from a quantitative perspective. Undergraduate courses offered at a southeastern United States research university were the context of the study. The findings revealed that there was no significant difference in the development of a community of inquiry, or in the development of teaching presence or cognitive presence. Conversely, students in the blended courses felt the development of social presence more successfully than the students in the online courses. Specifically, the difference in the affective expression subscale within social presence was significant between the two delivery methods.

Citation

Hale, M.A. & Rice, M.L. (2015). Psychosocial Learning Environments in Online versus Blended Instruction. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 320-325). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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