TAFE 2005 Queensland

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    TAFE 2005 Queensland - Presentation Transcript

    1. Creating Social Presence in Digital Learning Environments: A Presence of Mind? Steve Wheeler University of Plymouth United Kingdom
    2. Creating Social Presence Social presence is an important feature of any successful learning activity within a digital learning environment
    3. Creating Social Presence Social presence is the perception that one is communicating with people rather than with inanimate objects (Short et al , 1976)
    4. Creating Social Presence Without a perception of connectedness students can feel isolated and demotivated
    5. Creating Social Presence Perception of distance should be seen as psychological not physical Moore (1993)
    6. Creating Social Presence Tutors should aim to provide an online equivalency to f2f experiences (Simonson, 1999)
    7. Creating Social Presence Perceptions of distance can be amplified or reduced through social support
    8. Creating Social Presence Social Presence Autonomy Surface Tenacity .12 -.30* -.65* .02 .82 1.32* Face to Face Model
    9. Creating Social Presence Social Presence Autonomy Surface Tenacity .11 -.84* -.15 .73* 1.75 .48 Telephone Model
    10. Creating Social Presence Social Presence Autonomy Surface Tenacity .66* -.05 -.27* -1.94 .50 .40 E-Mail Model
    11. Recommendations Tutors should respond as quickly as possible to questions from remote learners
    12. Recommendations Students need a social space - a facility that should be built into any managed learning environment.
    13. Recommendations Tutors should recognise differences in study approaches and cater for as many as possible within the design of courseware, guidance and tutorial support.
    14. Recommendations Actively encourage students to participate in regular group postings, and even to moderate the discussions
    15. Thank you for listening Steve Wheeler Senior Lecturer in ICT and Education [email_address] www2.plymouth.ac.uk/distancelearning

    + Steve WheelerSteve Wheeler, 2 years ago

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