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To What Extent Does Social Presence Produce Gains on Student Engagement in Blended or Fully Online Courses?

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	To What Extent Does Social Presence Produce Gains on Student Engagement in Blended or Fully Online Courses?/
Author:	Wu, Shen-Wei.
Description:	1 online resource (110 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369555400

To What Extent Does Social Presence Produce Gains on Student Engagement in Blended or Fully Online Courses?
Wu, Shen-Wei.

To What Extent Does Social Presence Produce Gains on Student Engagement in Blended or Fully Online Courses? - 1 online resource (110 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--Hofstra University, 2017.

Includes bibliographical references

The rapid movement towards employing online pedagogy in higher education has revealed a crucial need to analyze the factors contributing to student engagement in online courses. Current research has identified social presence as one of the main factors influencing student engagement. While there are many factors that may influence the amount of social presence in online courses, the literature review in this dissertation limits its focus to the four principal aspects of intimacy, immediacy, social interactions, and group cohesion. Conclusions on how these factors impact social presence and student engagement in blended and fully online courses are developed through analysis of the data from the Social Presence and Engagement Survey (SPES).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369555400Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

To What Extent Does Social Presence Produce Gains on Student Engagement in Blended or Fully Online Courses?
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245 1 0 $a To What Extent Does Social Presence Produce Gains on Student Engagement in Blended or Fully Online Courses?
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500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Amy Catalano.
502 $a Thesis (Ed.D.)--Hofstra University, 2017.
504 $a Includes bibliographical references
520 $a The rapid movement towards employing online pedagogy in higher education has revealed a crucial need to analyze the factors contributing to student engagement in online courses. Current research has identified social presence as one of the main factors influencing student engagement. While there are many factors that may influence the amount of social presence in online courses, the literature review in this dissertation limits its focus to the four principal aspects of intimacy, immediacy, social interactions, and group cohesion. Conclusions on how these factors impact social presence and student engagement in blended and fully online courses are developed through analysis of the data from the Social Presence and Engagement Survey (SPES).
520 $a The purpose of this quasi-experimental study was to determine the extent to which social presence produces gains in student engagement. To that end, participants took the SPES. A linear regression was used to determine if the factors of social presence and social presence itself would significantly predict student engagement in blended and fully online courses.
520 $a Scores on the SPES indicated that three of the four subscales from the new social presence instrument did not significantly predict student engagement. However, a new subscale of familiarity emerged and accounted for 35 percent of the variance in predicting student engagement. Therefore, a new factor that emerged from the SPES, familiarity, did significantly predict student engagement in blended and fully online courses. Lastly, while the scores from the SPES in this study were found to be highly reliable, the results from the factor analysis indicated the factors of SPES did not fully match up with the factors from the original instruments. Therefore, the construct validity and reliability of the SPES were not confirmed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Hofstra University. $b Teaching, Literacy, and Leadership. $3 1188591
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