Social presence as one of the aspects of the pilot research

in a ubiquitous society

Senior researcher

Dr. paed. Rita Birzina

Kuala Lumpur, 14.11.2011

The aim of the research

To explore good patterns of social presence

in e-learning as a mediating factor

to facilitate learning

Theoretical background

The conceptual framework of the present research is based on:

– systemic-constructivistic learning (Reich, 2005);

– network learning (Siemens, 2004);

– teaching and learning transaction model – CoI (Garrison et al., 2000, 2005);

– learning as social practice (Greeno et all, 1996; Mayes&Freitas, 2004).

The research questions

Does social presence facilitate e-learning?

How does it facilitate e-learning?

The sample of the research

•The sample comprised 100 students of the higher educational institutions

– University of Latvia, – Riga Lecturer Training and Educational

Management Academy, – Jazeps Vitols Latvian Academy of Music, and – Riga Technical University, and – Riga evening school No 18.

•The group consisted of 87 female and 13 male students of the age from 19 to 54.

Research design

• The research had an explorative concurrent quantitative and qualitative mixed methods design (Tashakkori, Teddlie, 2003; Taylor, 1973; Dockrell & Hamilton 1983; Altheide & Johnson 1994; Mayring, Huber, Gürtler, 2007) which comprises the following stages: – data collection; – primary and secondary data processing; – an analysis of the findings and their joint interpretation.

• The priority is given to the quantitative aspect of the research.

The Design of the Questionnaire

General information Understanding of e-learning

Personal meaning

SexAgeInstitutionCourseStudy programmeExperience of e-learningComputer literacyComputer accessibilityInternet availability

Conception Choice Opportunities Advantage Disadvantage

Positive experienceNegative experienceHelp of group-matesHelp of lecturerItself helps others

Codes begin with G_ Codes begin with E_ Codes begin with P_

Elements of social, teaching, and cognitive presence

Elements Categories Indicators

Social Presence

Affective expressionOpen communicationGroup cohesion

EmoticonsExpress trust and agreementEncourage collaboration

Teaching Presence

Design and organization Facilitating discourseDirect instructions

Defining content and activities Sharing meaningFocusing discussion

Cognitive Presence

Triggering event ExplorationIntegrationResolution

Sense of puzzlement Information exchangeConnecting ideasApplying new ideas

(Garrison et al., 2000, 2005, Vaughan and Garrison, 2006)

Organisation of survey

The experts of the evening schools

The students

2. Approbation of the questionnaire

The expertsThe experts of the evening schools

The members of the working group

The students of the evening schools

4. Dissemination of the survey

3. Improvement of the questionnaire

5. The survey of the respondents

The member of the working group

Students of the higher educational institutions Students of the evening schools

1. Elaboration of the questionnaire

The Findings of the research

Items characterised Social PresenceSP_AE_KNOW Getting to know other course participants gave me

a sense of belonging in the course. SP_AE_IMPR I was able to form distinct impressions of some

course participants. SP_AE_COM Online or web-based communication is an excellent

medium for social interaction. SP_OC_COM I felt comfortable conversing through the online

medium. SP_OC_DISC I felt comfortable participating in the course

discussions. SP_OC_ACT I felt comfortable interacting with other course

participants. SP_GH_AGR I felt comfortable disagreeing with other course

participants while still maintaining a sense of trust. SP_GH_POINT I felt that my point of view was acknowledged by

other course participants. SP_GH_COLL Online discussions help me to develop a sense of

collaboration.

The students’ comprehension of Social Presence

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%S

P_A

E_K

NO

W

SP

_AE

_IM

PR

SP

_AE

_CO

M

SP

_OC

_CO

M

SP

_OC

_DIS

C

SP

_OC

_AC

T

SP

_GH

_AG

R

SP

_GH

_PO

INT

SP

_GH

_CO

LL

No answer 1-strongly disagree 2-disagree

3-neither disagree nor agree 4-agree 5-strongly agree

Conclusions gained in the pilot research

Conclusions (1)

• Using the findings of the systemic-constructivistic learning, network learning, learning as social practice, and teaching and learning transaction model a set of indicators was developed, which can be used to analyse the process of e-learning from the position of a student, an educator, and the e-environment.

• This set of indicators characterises necessary preconditions for the development of the students’ e-learning motivation, e-learning experience, knowledge and skills in using ICT, attitude to using e-learning, the choice of e-study forms and methods, and building e-community based on Teaching Presence, Social Presence, and Cognitive Presence.

Conclusions (2)

• Social presence is a critical factor in the building of community of learners. There are three categories of social presence:

– affective expression, – open communication, – group cohesion.

• The data of the pilot research show that the students understate the ability to present oneself socially and affectively in a virtual environment which supports a sense of belonging in the course and is important for social interaction.

Conclusions (3)

• Open communication and group cohesion which is a key element for the students interaction in e-environment are more supported thus demonstrating a tendency recognise the role of open communication in e-learning, however, as the research shows, the virtual communication can not replace real communication and conversations.

• Social presence has a role of mediator in e-learning. E-learning is facilitated when there is effective communication between

– lecturer student, – student lecturer,– student student.

Students’ understandings of e-learning

1. E-learning is a perspective, but it is not the only form of learning and it would be best if could combine e-learning as distance learning form with face to face learning, it means, the priority is given blended learning;

2. E-learning is an opportunity for the students from aspect of the personal time management and flexibility, of combining work with studies;

Students’ understandings of e-learning

1. E-learning has a great potential for the offer different kinds of study materials. As it is shown in the research there are mainly lecture materials (text format, images and other static information), sometimes videos, demos, and interactive learning materials, includingcomputer assisted training, also tests, questionnaires and exercises, but practically are not used lecture videos and live lecture online, which would be very useful in learning and repeating;

2. E-learning is a challenge and a capability for the growth and development of the student as individual and social identity; for the development competence of self-learning and self-organisation;

Students’ understandings of e-learning

1. E-learning is a possibility to provide multiple forms of communication between the lecturer and student, student and student; it is most uncertain and sensitive issue revealed in this research. It means that socialisation in e-learning environment is one of the main factors which influences the effectiveness of the students’ e-learning and will require a deeper and more fundamental investigation.

Trends for future studies (1)

• Primary quantitative and qualitative data were obtained by means of a questionnaire using closed questions and open questions. In the analysis of the data, there were used only primary mathematical statistical data processing methods to reveal the research results (descriptive statistics depicted by tables and graphs).

• Thus, the interpretation of study data is limited, as is used only descriptive statistics and it would be significant to use secondary mathematical statistical data processing methods to reveal the hidden interconnections among Teaching Presence, Social Presence and Cognitive Presence and the comparison of the students from different target groups to find differences and common characteristics.

Trends for future studies (2)

• Since the number of respondents is small, it currently has been not performed qualitative data processing. Future research studies with larger sample number could be undertaken to further do the qualitative data processing by means of the programme AQUAD 7.0 to develop coding system based on the theories used in this research.

Trends for future studies (3)

• However, due to the small sample size the present research only highlights trends in understandings of e-learning it is possible to generalise these findings and they will be useful to further studies.

• Carried out research to be continued in the comparative international research which goal is to work out the proposals based on evidence practice on how to increase the ratio of inhabitants (aged 18-24) with basic and secondary education and who are ready to learn in order to attract they to school.

• It will be carry out in the framework of ESF project “The study “Identification and Analysis of New Challenges and Solutions that have Influence on Engagement and Reintegration of Adults (18-24 years) in Learning” (Latvia).

The benefit of this study could quote by the words of the respondents:

Thank you for the opportunity to reflect on the effectiveness of the e-studies!

I would like to see all the possibilities of what has been said the survey should be in e-learning environment.

Thank you for attention!