Networking or Notworking? Building Social Presence into  Digital Learning Environments Steve Wheeler University of Plymout...
Building Social Presence Up to  50%  of students  drop out of distance  courses before  Completion (Moore & Kearsley, 1996...
Building Social Presence High attrition rates are  often blamed on loss of student motivation,  social isolation or techni...
Building Social Presence The most successful DE courses are those in  which social interaction is a dominant or  pervasive...
Building Social Presence Social presence  is an  important feature of any  successful learning  activity within a digital ...
Building Social Presence Social presence  is the perception that one is communicating with people rather than with inanima...
Building Social Presence Without a perception of  connectedness  students can feel isolated and demotivated
Building Social Presence Perception of distance should be seen as  psychological  not physical Moore (1993)
Building Social Presence Tutors should aim to provide an online  equivalency  to f2f experiences (Simonson, 1999)
Building Social Presence Perceptions of distance can be  amplified  or  reduced  through technology
Building Social Presence n = 305 Social Presence Autonomy Surface Tenacity .12 -.30* -.65* .02 .82 1.32* Face to Face Model
Building Social Presence n = 51 Social Presence Autonomy Surface Tenacity .11 -.84* -.15 .73* 1.75 .48 Telephone Model
Building Social Presence n = 51 Social Presence Autonomy Surface Tenacity .66* -.05 -.27* -1.94 .50 .40 E-Mail Model
Recommendations
Recommendations Integration of technologies for mobile learning in a seamless and ‘transparent’ way
Convergence of 3 Technologies
Recommendations Provide ‘humanising’ aspects of online learning such as recognisable human contacts  (e.g. webcasting)
Webcasting <ul><li>Live or recorded lectures </li></ul><ul><li>Accompanying media (e.g. PowerPoint; DVD) </li></ul><ul><li...
 
Recommendations Tutors should respond as quickly as possible to questions from remote learners
Recommendations Students should be encouraged to take part in collaboration online: (e.g. group problem solving; wikis, th...
Recommendations Students need a social space - a facility that should be built into any managed learning environment
Recommendations Tutors should recognise differences in study approaches and cater for as many as possible within the desig...
Recommendations Actively encourage students to participate in regular group postings, and even to moderate the discussions
Thank you for listening Steve Wheeler Senior Lecturer in ICT and Education [email_address] www2.plymouth.ac.uk/distancelea...
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Eden 2006 Vienna

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Eden 2006 Vienna

  1. Networking or Notworking? Building Social Presence into Digital Learning Environments Steve Wheeler University of Plymouth United Kingdom
  2. Building Social Presence Up to 50% of students drop out of distance courses before Completion (Moore & Kearsley, 1996)
  3. Building Social Presence High attrition rates are often blamed on loss of student motivation, social isolation or technical problems
  4. Building Social Presence The most successful DE courses are those in which social interaction is a dominant or pervasive feature (Muilenberg & Berge, 2005)
  5. Building Social Presence Social presence is an important feature of any successful learning activity within a digital learning environment
  6. Building Social Presence Social presence is the perception that one is communicating with people rather than with inanimate objects (Short et al , 1976)
  7. Building Social Presence Without a perception of connectedness students can feel isolated and demotivated
  8. Building Social Presence Perception of distance should be seen as psychological not physical Moore (1993)
  9. Building Social Presence Tutors should aim to provide an online equivalency to f2f experiences (Simonson, 1999)
  10. Building Social Presence Perceptions of distance can be amplified or reduced through technology
  11. Building Social Presence n = 305 Social Presence Autonomy Surface Tenacity .12 -.30* -.65* .02 .82 1.32* Face to Face Model
  12. Building Social Presence n = 51 Social Presence Autonomy Surface Tenacity .11 -.84* -.15 .73* 1.75 .48 Telephone Model
  13. Building Social Presence n = 51 Social Presence Autonomy Surface Tenacity .66* -.05 -.27* -1.94 .50 .40 E-Mail Model
  14. Recommendations
  15. Recommendations Integration of technologies for mobile learning in a seamless and ‘transparent’ way
  16. Convergence of 3 Technologies
  17. Recommendations Provide ‘humanising’ aspects of online learning such as recognisable human contacts (e.g. webcasting)
  18. Webcasting <ul><li>Live or recorded lectures </li></ul><ul><li>Accompanying media (e.g. PowerPoint; DVD) </li></ul><ul><li>Text based interaction </li></ul><ul><li>Video on demand </li></ul>
  19.  
  20. Recommendations Tutors should respond as quickly as possible to questions from remote learners
  21. Recommendations Students should be encouraged to take part in collaboration online: (e.g. group problem solving; wikis, threaded discussion)
  22. Recommendations Students need a social space - a facility that should be built into any managed learning environment
  23. Recommendations Tutors should recognise differences in study approaches and cater for as many as possible within the design of courseware, guidance and tutorial support
  24. Recommendations Actively encourage students to participate in regular group postings, and even to moderate the discussions
  25. Thank you for listening Steve Wheeler Senior Lecturer in ICT and Education [email_address] www2.plymouth.ac.uk/distancelearning

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