Leveraging the Social Presence Model in Online learning Environments

Friday, April 8 12:00 - 1:30 Roundtable Session 3 20.043.11 - Teaching, Learning and Assessment Practices in Nested Context

Paper - Leveraging the Social Presence Model in Online learning Environments Aimee Whiteside and Amy Garret Dikkers In the past, the social presence model as focused on what online interaction were missing. However, for a generation of students who have used and adapted to this media. What has been missing from the model was knowledge and experience and instructor investment., which is what Whiteside and Garret Dikkers have added to the model. Some instructors may feel that online environments might not foster the types of deep discussion that FtF classes typically have. These researchers have found some strategies to increase and improve 1) affective association 2) community cohesion 3) interaction intensity 4) knowledge and experience 5) instructor investment. The recommendations include:1) affective association by assuming the social negotiator role 2) Interaction intensity and community cohesive with extended introductory profiles 3) Knowledge and experience through KWL activity 4) Instructor investment through individual email check-in with participants. Major contribution of the study - a social presence coding scheme and having a model of online learning that both teachers and student can use to understand their experiences. Continued studies are working on how students and teachers view online learning (at higher ed) - expectations etc.