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Full-Text Articles in Education
The Impact Of Instructor Immediacy And Social Presence On Online Students' Academic Success: A Hermeneutical Phenomenology Study, Colette B. Lazenka
The Impact Of Instructor Immediacy And Social Presence On Online Students' Academic Success: A Hermeneutical Phenomenology Study, Colette B. Lazenka
Doctoral Dissertations and Projects
The purpose of this qualitative phenomenological study was to describe the experiences of instructor social presence and immediacy on student success for asynchronous online students at universities that offer asynchronous learning in Southern California. The theory guiding this study was Short’s theory of social presence, as it explains the real and present interaction that affects the saliency and interpersonal relationships of the participants. The methodology for this qualitative study followed a hermeneutical phenomenological design of 10 asynchronous online students enrolled in universities in Southern California. Data were collected using individual interviews, letter writing, and a focus group. The data analysis …
Investigating Students’ Perceptions Of Screencasting Style Of Video Feedback In Online Courses, Patrick R. Lowenthal, Holly S. Fiock, Dana L. Shreaves, Eric S. Belt
Investigating Students’ Perceptions Of Screencasting Style Of Video Feedback In Online Courses, Patrick R. Lowenthal, Holly S. Fiock, Dana L. Shreaves, Eric S. Belt
Educational Technology Faculty Publications and Presentations
Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results …
A Phenomenological Study: The Lived Experience Of Self-Described Math-Anxious Students Attending College Online, Toni Nicole Sawhill
A Phenomenological Study: The Lived Experience Of Self-Described Math-Anxious Students Attending College Online, Toni Nicole Sawhill
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study is to describe the lived experience of mathematics anxiety for self-described math-anxious students who completed an undergraduate mathematics course online at a university in the Pacific Northwest part of the United States. The theory guiding this study is community of inquiry (COI) introduced by early pragmatist philosophers C. S. Peirce and John Dewey and further developed by D. Randy Garrison, Terry Anderson, and Walter Archer as mathematics anxiety is a learned behavior based on students’ experiences. This research study answers the central research question: What are the lived experiences of mathematics anxiety for …
Exploring Student Perceptions Of Asynchronous Video In Online Courses, Patrick R. Lowenthal
Exploring Student Perceptions Of Asynchronous Video In Online Courses, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
Research suggests that video can improve social presence in online courses. Video, though, is not a panacea; rather the success of video use depends in part on how and when it is used. Online instructors are increasingly using video in various ways, but questions remain on which types of videos students value most when it comes to establishing social presence. Given this, this mixed-methods sequential explanatory study explored student perceptions of three types of asynchronous video: video announcements, instructional videos, and video feedback. The results suggest that while video has the potential to improve social presence, it ultimately depends on …
Exploring Student Perceptions Of Flipgrid In Online Courses, Patrick R. Lowenthal, Robert L. Moore
Exploring Student Perceptions Of Flipgrid In Online Courses, Patrick R. Lowenthal, Robert L. Moore
Educational Technology Faculty Publications and Presentations
Asynchronous video-based discussions have affordances that can address some of the constraints of asynchronous text-based discussions. However, little research has been conducted on the use of asynchronous video-based discussions in online courses. As a result, the purpose of this exploratory study was to investigate students’ perceptions of using Flipgrid for asynchronous video-based discussions in fully online courses. We used a cross-sectional survey design to survey 79 students who used Flipgrid in a fully online course. Students overall reported that they liked using Flipgrid, it was easy to use, and that it helped improve social presence. In this paper, we will …
Exploring Student Perceptions Of Flipgrid In Online Courses, Patrick R. Lowenthal, Robert L. Moore
Exploring Student Perceptions Of Flipgrid In Online Courses, Patrick R. Lowenthal, Robert L. Moore
STEMPS Faculty Publications
Asynchronous video-based discussions have affordances that can address some of the constraints of asynchronous text-based discussions. However, little research has been conducted on the use of asynchronous video-based discussions in online courses. As a result, the purpose of this exploratory study was to investigate students’ perceptions of using Flipgrid for asynchronous video-based discussions in fully online courses. We used a cross-sectional survey design to survey 79 students who used Flipgrid in a fully online course. Students overall reported that they liked using Flipgrid, it was easy to use, and that it helped improve social presence. In this paper, we will …
Social Presence And Online Discussions: A Mixed Method Investigation, Patrick R. Lowenthal, Joanna Dunlap
Social Presence And Online Discussions: A Mixed Method Investigation, Patrick R. Lowenthal, Joanna Dunlap
Educational Technology Faculty Publications and Presentations
Researchers have been investigating social presence in online learning for decades. However, despite this continued research, questions remain about the nature and development of social presence. The purpose of this mixed method exploratory case study was to investigate how social presence is established in online discussion forums in an asynchronous online course. The results suggest that social presence is more complicated than previously thought. In particular, situational variable such as group size, instructional task, and previous relationships influence how social presence is established and maintained in online courses. In the following paper, we report the results of our inquiry and …
Video Feedback: Is It Worth The Effort? A Response To Borupe Et Al., Patrick R. Lowenthal
Video Feedback: Is It Worth The Effort? A Response To Borupe Et Al., Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
It is easier than ever to provide video feedback. Research has shown that video feedback, among other things, can help increase conversational and afective communication. However, research also suggests that despite its benefts, instructors and students might prefer text-based feedback. The following paper responds to research by Borup, West, and Thomas (Educ Technol Res Dev 63(2): 161–184. https://doi.org/10.1007/s11423-015- 9367-8, 2015), describes the value of their research, how it can be applied, some limitations, and future areas of research in a time where colleges are shifting to digital
Enhancing Instructor Credibility And Immediacy In The Design Of Distance Learning Systems And Virtual Classroom Environments, Miguel Ramlatchan, Ginger S. Watson
Enhancing Instructor Credibility And Immediacy In The Design Of Distance Learning Systems And Virtual Classroom Environments, Miguel Ramlatchan, Ginger S. Watson
Distance Learning Faculty & Staff Publications
What are the optimal techniques for applying the latest generation of telepresence, video conferencing, and communication technologies in distance education and virtual classroom designs? If human beings use more than voice to communicate, what implications does the ability to more effectively replicate eye-to-eye contact have in collaborative distance education? This research study explored the effects of perceived faculty credibility and immediacy during virtual classroom presentations. This quantitative experiment created four independent treatments that varied the video resolution and varied the ability of the instructor to maintain virtual eye-contact with students during each presentation. Participants were assigned into one of the …
Prove You Are Not A Dog: Fostering Social Presence In Online Learning, David J. Mulder
Prove You Are Not A Dog: Fostering Social Presence In Online Learning, David J. Mulder
Faculty Work Comprehensive List
Learning online can be isolating for students. Some students may prefer to be anonymous—on the outset, at least—until they feel comfortable participating in the course. Many instructors value interaction between students or between the student and the instructor, and without a sense of “presence” in the online classroom, some students will be reticent to participate. It is thus incumbent on instructors and instructional designers to create courses that foster interaction between users to develop this sense of being “a real person” online. This chapter examines the concept of social presence, articulates reasons high social presence is a desirable feature in …
The Challenge Of Providing High-Quality Feedback Online: Building A Culture Of Continuous Improvement In An Online Course For Adult Learners, Emily Hodge, Susan Chenelle
The Challenge Of Providing High-Quality Feedback Online: Building A Culture Of Continuous Improvement In An Online Course For Adult Learners, Emily Hodge, Susan Chenelle
Department of Educational Leadership Scholarship and Creative Works
Scholars of online learning have acknowledged the additional challenges an online format poses to relationship building and providing effective feedback. This article describes the authors’ experiences providing feedback to adult learners in an online educational leadership course, the challenges they encountered in providing this feedback in a timeframe and manner to which students were receptive, and their research into how to build a culture of continuous improvement in an online course for adult learners. The authors conclude that effective online feedback occurs when course projects are sequenced to provide opportunities for students to receive and engage with feedback formatively, when …
Live Synchronous Web Meetings In Asynchronous Online Courses: Reconceptualizing Virtual Office Hours, Patrick R. Lowenthal, Joanna C. Dunlap, Chareen Snelson
Live Synchronous Web Meetings In Asynchronous Online Courses: Reconceptualizing Virtual Office Hours, Patrick R. Lowenthal, Joanna C. Dunlap, Chareen Snelson
Educational Technology Faculty Publications and Presentations
Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However, it can also frustrate participants because of the lack of spontaneity and visual cues and the time it takes for conversations to develop and feedback to be shared, as well as the self-directedness and discipline it requires of participants to regularly check in and monitor discussions over time. Synchronous forms of communication can address some of these constraints. However, online educators often avoid using synchronous forms of communication in their courses, because of its own …
In Search Of A Better Understanding Of Social Presence: An Investigation Into How Researchers Define Social Presence, Patrick R. Lowenthal, Chareen Snelson
In Search Of A Better Understanding Of Social Presence: An Investigation Into How Researchers Define Social Presence, Patrick R. Lowenthal, Chareen Snelson
Educational Technology Faculty Publications and Presentations
Research on social presence and online learning continues to grow. But to date, researchers continue to define and conceptualize social presence very differently. For instance, at a basic level, some conceptualize social presence as one of three presences within a Community of Inquiry, while others do not. Given this problem, we analyzed how researchers in highly cited social presence research defined social presence in an effort to better understand how they are defining social presence and how this might be changing over time. In this article, we report the results of our inquiry and conclude with implications for future research …
The Structure Of Discussions In An Online Communication Course: What Do Students Find Most Effective?, Laura Jacobi
The Structure Of Discussions In An Online Communication Course: What Do Students Find Most Effective?, Laura Jacobi
Communication Studies Department Publications
The purpose of this study was to explore the perspectives of students regarding what was effective about the way in which the asynchronous discussions were structured in an upper level online organizational communication course. Surveys from 27 student participants were used, with questions focused upon the structure of discussions in the online course as compared to other online courses and to traditional classrooms. Results indicate structured and relevant discussion prompts, small group placement, visible postings, and required weekly postings as significant factors to student success. The majority of students also found online discussions more effective than live discussions in traditional …
Student Perceptions Of The Use Of Multimedia For Online Course Communication, Jaclyn Krause, Laura Portolese, Julie Bonner
Student Perceptions Of The Use Of Multimedia For Online Course Communication, Jaclyn Krause, Laura Portolese, Julie Bonner
All Faculty Scholarship for the College of Education and Professional Studies
A great deal of research exists in the use of multimedia communications in online classrooms as a means of furthering student engagement. However, little research exists that examines the perceptions of students when such technologies are used. Additionally, it is unclear that students are likely to engage in the use of such technologies when available. This research explores the perceptions of 69 students taking both online and hybrid undergraduate project management courses. Specifically, the study seeks to explore how students experienced the use of multimedia by their instructor and classmates in both online announcements and discussions, as well as whether …
Cultural Perspectives On Social Presence: Research And Practical Guidelines For Online Design, Charlotte Nirmalani Gunawardena
Cultural Perspectives On Social Presence: Research And Practical Guidelines For Online Design, Charlotte Nirmalani Gunawardena
University Libraries & Learning Sciences Faculty and Staff Publications
No abstract provided.
Creating An Intentional Web Presence: Strategies For Every Educational Technology Professional, Patrick R. Lowenthal, Joanna C. Dunlap, Patricia Stitson
Creating An Intentional Web Presence: Strategies For Every Educational Technology Professional, Patrick R. Lowenthal, Joanna C. Dunlap, Patricia Stitson
Educational Technology Faculty Publications and Presentations
Recently, educators are pushing for students, specifically graduates, to be digitally literate in order to successfully read, write, contribute, and ultimately compete in the global market place. Educational technology professionals, as a unique type of learning professional, need to be not only digitally literate to lead and assist teachers and students toward this goal, but also model the digital fluency expected of an educational technology leader. Part of this digital fluency involves effectively managing one’s web presence. In this article, we argue that educational technology professionals need to practice what they preach by attending to their own web presence. We …
An Exploratory Study Of Students’ Perception Of Their Online Learning Experiences In A Midwestern University, Tian Luo
STEMPS Faculty Publications
Online learning programs and online courses have seen a rapid rise in recent years; however, how to improve those online programs to enhance student learning often remains an issue. This study seeks to gain insights into learners’ perceptions of online learning and investigate problems that take place in online learning. 33 students enrolled in online courses offered by a Midwestern university participated in this study. A survey instrument of ten questions targeted three major domains, including course design, instructor facilitation, and social presence. Most students reported positively with course design and instructor facilitation. Interestingly, students demonstrated a relatively ambiguous and …
Designing The Social Environment For Online Learning: The Role Of Social Presence, Charlotte Nirmalani Gunawardena
Designing The Social Environment For Online Learning: The Role Of Social Presence, Charlotte Nirmalani Gunawardena
University Libraries & Learning Sciences Faculty and Staff Publications
A major challenge to designing online learning is the development of appropriate means to facilitate the social environment that is critical for higher-order learning in many disciplines. In many online learning designs, the majority of resources are channeled to web interface design and technology, while little or no resources are devoted to facilitating the teaching and learning process, the negotiation of meaning and the validation of knowledge among peers and instructors that depends on a conducive socio-cultural environment and adequate learner support. This paper seeks to address this issue by examining one factor, social presence that has been shown to …