scholarly journals Prerequisites for interactive learning in distance education: Perspectives from Swedish students

2008 ◽  
Vol 24 (1) ◽  
Author(s):  
Berit Östlund
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Course Design ◽  
Interactive Learning ◽  
Student Groups ◽  
Computer Mediated ◽  
The Social ◽  
Students Attitudes ◽  
The University ◽  
Masters Students

<span>This article investigates distance students' understanding of the prerequisites for interactive learning in asynchronous, computer mediated university distance studies. It encompasses students' attitudes to structure, dialogue and autonomy, and their experience of social presence and what they consider interaction with peer learners signifies for their learning. The data were collected from an undergraduate and a masters course within the teacher training distance program, using questionnaires, interviews, diaries and analysis of students' contributions in </span><em>FirstClass</em><span> and </span><em>WebBoard</em><span> respectively. The results indicate that there was no difference between the student groups in preferences concerning structure, dialogue and autonomy. Their preferences depended on their ideas about how to benefit from different situations. They preferred a course design permitting them to use time effectively in relation to their other commitments outside the university. The results also indicate that they felt social presence despite using only asynchronous, text based communication. The student groups, however, had different ideas about the significance of inter-learner interactions. The amount of spontaneous contributions sent to</span><em>WebBoard</em><span> and </span><em>FirstClass</em><span> also differed. The undergraduate students stressed the social and practical aspects, while the masters students to a greater extent emphasised the cognitive aspects. The amount of spontaneous interactions was also higher in the undergraduate group. These students need more support from others in order to manage their studies compared to the masters students.</span>

How Social Design Influences Student Retention and Self-Motivation in Online Learning Environments

2013 ◽  
pp. 26-39 ◽  
Author(s):  
Derek E. Baird ◽  
Mercedes Fisher
Keyword(s):  
Student Retention ◽  
Course Design ◽  
Online Courses ◽  
Positive Influence ◽  
Social Design ◽  
Student Collaboration ◽  
Media Technologies ◽  
Computer Mediated ◽  
The Social ◽  
Collaborative Activities

Investigating the social structure that works in online courses helps us design for and facilitate student collaboration. The integration of social technologies, and collaborative activities into the course design has a positive influence on student retention in online courses. In this chapter, the authors present an exploratory study of computer-mediated groups that utilized this collaborative-based model to participate in online and/or blended learning courses. Participants were put into groups and observed as they constructed new knowledge using both online dialogue (synchronous and asynchronous), and social media technologies (blogs, Facebook, Twitter, wiki) as tools to support and facilitate their learning in the program.

Exploring Online Dating in Line With the “Social Compensation” and “Rich-Get-Richer” Hypotheses

2019 ◽  
pp. 98-113
Author(s):  
Samantha Stinson ◽  
Debora Jeske
Keyword(s):  
Social Presence ◽  
Online Dating ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Self Presentation ◽  
Personal Variables ◽  
Computer Mediated ◽  
The Social ◽  
Survey Results ◽  
The Rich

Computer-mediated communication offers a range of potentially appealing features, including selective self-presentation, social presence control, and simultaneous as well as asynchronous interaction tools. The study examines the influence of personality (introversion and extraversion) and personal variables (social anxiety and public self-consciousness) on online dating preferences from two competing perspectives: the “social compensation” (SC) hypothesis and the “rich-get-richer” (RGR) hypothesis. Survey results (N = 162) revealed that the SC and RGR hypotheses do not hold true within the context of online dating. The findings suggest a stronger role of social influence (e.g., peers) in the decision to online date. The SC and RGR hypotheses may be limited in terms of the extent to which these frameworks adequately explain this online behavior. This may also be due to the increasing popularity of online dating sites, which may make personality and personal traits less informative of whether individuals will opt to use such services.

scholarly journals “Because of the Christian Fellowship, I Decided to Stay”: How Participating in a Christian Community Shapes the Social Experiences of Chinese International Students

2019 ◽  
Vol 8 (8) ◽  
pp. 234
Author(s):  
Anke Li ◽  
Chi Nguyen ◽  
Jinhee Choi
Keyword(s):  
International Students ◽  
Learning Community ◽  
Undergraduate Students ◽  
Social Experiences ◽  
Ethnographic Study ◽  
Christian Community ◽  
American University ◽  
The Social ◽  
Christian Fellowship ◽  
The University

This ethnographic study examines how participation in a Christian church community shapes Chinese international undergraduate students’ social experiences in an American university. Our findings reveal that Chinese international undergraduate students identify the church and its fellowship as (1) a social support community and (2) an informal learning community, one which fills in the gap in counseling services and interpersonal activities that the university fails to offer. Recommendations are made for higher education institutions to provide stronger support for international students, regardless of their nationalities and religions.

scholarly journals Academic Misconduct: An Investigation into Male Students’ Perceptions, Experiences & Attitudes towards Cheating and Plagiarism in a Middle Eastern University Context

2016 ◽  
Vol 6 (1) ◽  
pp. 158 ◽  
Author(s):  
Bilal M. Tayan
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Information Source ◽  
Middle Eastern ◽  
Academic Misconduct ◽  
The Internet ◽  
First Year ◽  
Male Undergraduate ◽  
Students Attitudes ◽  
The University

Academic misconduct in many educational institutions in the Middle East is an inherent problem. This has been particularly true amongst the university student population. The proliferation of the Internet and the ownership of mobile and electronic devices, have, in part, witnessed rates of cheating, plagiarism and academic misconduct cases steadily increase across higher education contexts. Though the growth of the Internet as an information source and gateway to knowledge has increased substantially in recent years, it has, however, opened up a plethora of varying forms and rates of academic dishonesty. This study was conducted through an online Likert scale questionnaire. Its purpose was to investigate first year male undergraduate students’ attitudes, experiences and perceptions towards plagiarism and cheating in a university located in Saudi Arabia. The study aimed at addressing themes in relation to the meaning, forms, source, frequency and reasons of cheating and plagiarism. The study indicates that cheating and plagiarism is common among students, while a need to address student awareness and clarify student expectations towards academic integrity was also identified. The study also proposes several recommendations to alleviate the levels of academic misconduct, be it cheating in exams or plagiarising content, in the Saudi university context.

scholarly journals Representación social de un movimiento estudiantil a través de dos visiones, el Estado y la comunidad: el caso de la formación de la Colonia Rubén Jaramillo en 1973

2011 ◽  
pp. 144-159
Author(s):  
Dr. Oscar Daniel Moreno Arizmendi
Keyword(s):  
Political System ◽  
Radical Change ◽  
Student Movements ◽  
Student Groups ◽  
Long Period ◽  
Urban Workers ◽  
Rural And Urban ◽  
The Social ◽  
The Government ◽  
The University

El análisis de los movimientos estudiantiles permitió, por mucho tiempo, entender la vida escolar de las universidades. Los primeros estudios que se llevaron a cabo dentro del sistema de educación superior fueron a través de la documentación de los movimientos estudiantiles que se gestaron en su interior. Sin embargo, en un momento determinado estos movimientos estudiantiles salieron de los pasillos universitarios y se insertaron en la sociedad. La finalidad fue concreta: lograr un cambio radical dentro del sistema político mexicano. Así pues, cualquier movimiento social era aprovechado por dichos grupos estudiantiles y fueron tomados como propios para aplicar su ideología del cambio desde abajo. Tal es el caso de un movimiento estudiantil que durante tres meses, que van de marzo a junio, se dedicaron a apoyar y a gestar la organización social de un grupo de paracaidistas que, con la esperanza de poseer un pedazo de tierra donde instalarse, retaron a todas las fuerzas del gobierno durante 1973: fue la experiencia de la formación de la Colonia Rubén Jaramillo en el municipio de Temixco en el estado de Morelos. Presentamos aquí el tipo de representaciones que hubo en dicho movimiento. Cómo fueron vistos los jóvenes estudiantes por parte de campesinos y trabajadores obreros y como aquéllos participaron, de manera libre y democrática, en la fundación de la misma.AbstractDuring a long period of time, the analysis of student movements allowed to understand the academic life of universities. The first studies that took place in the universities were focussed on documenting and reasoning the student movements that rose within. However, at a certain moment these student movements came out of the university and were inserted inside society. The purpose was concrete: to achieve a radical change in the Mexican political system. Thus, any social movement was used by the above mentioned student groups and was taken to implement its own ideology of change from the bottom up. Such it is the case of a student movement that for three months -from March to June- devoted themselves to support and to prepare the social organization of a group of “paratroopers” that, with hoping to possess a piece of land where to establish themselves, challenged all the forces of the government during 1973. It was the experience of the formation of the suburb Rubén Jaramillo in Temixco in the state of Morelos. This work exposes the type of representation that arose in the above mentioned movement how young students were seen by rural and urban workers and how the students took part freely and democratically in the foundation of this suburb. Recibido: 7 de septiembre de 2010 Aceptado: 11 de noviembre de 2010

scholarly journals The Impact Of ICTs In Education: The Case Of University Of Macedonia Students

2008 ◽  
Vol 4 (3) ◽  
pp. 29-34 ◽  
Author(s):  
Areti Valasidou ◽  
Despoina Bousiou-Makridou
Keyword(s):  
Information And Communication Technology ◽  
Undergraduate Students ◽  
Communication Technology ◽  
Male Students ◽  
Administrative Personnel ◽  
Political Studies ◽  
Information And Communication ◽  
Students Attitudes ◽  
The University ◽  
The Impact

The aim of this paper is to describe the results of a research that took place in order to examine the opinion and impact of Information and Communication Technology to undergraduate students of University of Macedonia. The research was conducted with two main purposes. The first purpose is to investigate how familiar are the students of international and political studies with the use of ICTs on and off campus. The second purpose of the research is to examine the possible relationship between the use of ICTs and the gender and the students performance (marks) at the Introduction to Computers module that is part of their programme of studies. The results revealed that male students are more favourable toward ICT usage and the students that scored high at the module Introduction to Computers were more likely to find that the use of ICTs help them at their studies with various ways. The university academic and administrative personnel is highly recommended to find ways in order the students to be motivated and maintain positive students attitudes to use ICTs. Thus, the students will find it very helpful during their studying or even a supplement to other teaching activities.

scholarly journals Chibumons: A Positive Effect On Game to Undergraduate Students

2020 ◽  
Vol 15 (01) ◽  
pp. 222
Author(s):  
Thanakorn Uiphanit ◽  
Pattarasinee Bhattarakosol ◽  
Kwanrat Suanpong ◽  
Sompoch Iamsupasit ◽  
Chalotorn Wongwan
Keyword(s):  
Undergraduate Students ◽  
Social Skill ◽  
Statistical Data ◽  
Statistical Data Analysis ◽  
Mobile Game ◽  
Sample Group ◽  
Average Percentage ◽  
The Social ◽  
The University ◽  
Positive Effect

In the university daily life, social skill is very important. Social skill helps students to participated and interact with people. In this paper, we present the research and development of a mobile game to develop students’ social skill, 'Chibumons'. The sample group consists of 120 students. The tools used in this research were 'Chibumons', and satisfaction with the game questionnaire. Statistical data analysis used in this research were average, percentage, and standard deviation. The research reveals that games can enhance the social skill of students. This consequently accretes their social skill, boosting up enjoyment, engagement, and make friendships amongst playing. Moreover, this study demonstrates that ‘Chibumons’ is able to promote developing social skill and motivates students in higher education.

Let’s Enhance Learners’ Cultural Discussions

2013 ◽  
pp. 267-294
Author(s):  
Ana Oskoz
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Cognitive Activity ◽  
Online Discussions ◽  
Teaching Presence ◽  
Simple Description ◽  
Entry Level ◽  
The Social ◽  
Instructor Presence

This chapter reports on a study that examined the construction of a community of inquiry in a blended, foreign language, undergraduate, lower-level course. Students’ asynchronous discussions were analyzed by applying the social presence coding scheme developed by Rourke, Anderson, Garrison, and Archer (2001), by Garrison, Anderson, and Archer’s (2001) practical inquiry model, and Anderson, Rourke, Garrison, and Archer’s (2001) teaching presence code. The results indicate that undergraduate students were able to create an environment that encouraged reflection and meaningful interactions in online discussions. The blended environment, however, promoted different types of social interactions than those previously found in exclusively online discussions, with a lower presence of cohesive and affective indicators. At the cognitive level, this study suggests that while maintaining restrained intervention, a more active instructor presence is needed for entry-level learners to move to a higher level of cognitive activity — one which allows them to integrate concepts and move beyond simple description of concepts and ideas. In terms of teaching presence, the initial instructional design allowed learners to engage in similar interactions to those developed specifically for the online medium; yet, the author also found that the instructor’s presence is required for the best educational outcomes.

The Community of Inquiry Framework, Online and Blended Learning, and the i2Flex Classroom Model

2021 ◽  
pp. 1-17
Author(s):  
Karen Swan
Keyword(s):  
Learning Environments ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Course Design ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
University Of Alberta ◽  
Community Of Inquiry Framework ◽  
The University

The community of inquiry (CoI) framework was developed by researchers at the University of Alberta who were interested in exploring the learning that took place among participants in online discussions. Garrison, Anderson, and Archer grounded their thinking in Dewey's progressive epistemology which placed inquiry within a community of learners at the center of the educational experience. The CoI model they created conceptualizes learning in online environments as supported by three interacting presences – social presence, cognitive presence, and teaching presence. This chapter will describe the CoI framework, briefly review research supporting its efficacy in online course design and implementation, and explore how the framework can be applied to blended and online learning environments in general and the i2Flex model in particular.

Social Presence in the Web-Based Classroom

2008 ◽  
Vol 13 (1) ◽  
pp. 46-65 ◽  
Author(s):  
Senem Yildiz
Keyword(s):  
Foreign Language ◽  
Social Interactions ◽  
Social Presence ◽  
Computer Mediated Communication ◽  
The United States ◽  
Graduate Courses ◽  
Mediated Communication ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

Social presence is a theory derived from social psychology to explain social interactions in a mediated communication and is defined as the degree to which interlocutors in a communications medium perceive each other as real. This study investigates the effect of computer-mediated communication on the social presence of international students who spoke English as a foreign language in two Web-based graduate courses offered in the United States and aims to explore how linguistic and cultural differences influenced their social presence.

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