Measuring up Online: The Relationship between Social Presence and Student Learning Satisfaction.

By Carol Hostetter, Monique Busch. 2006

169 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/050fda8155aea130bb72d88a6e156e5a2edb734e

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Citations in the corpus

Conceptualizing and Investigating Instructor Presence in Online Learning Environments. (2015, background): “…have reported a positive relationship between students’ perceived social presence and their satisfaction with their instructors (Richardson & Swan, 2003), with their courses (Akyol & Garrison, 2008; Hostetter & Busch, 2006), as well as with retention rates in online courses (Boston, et. al., 2009).”
Examining online teaching, cognitive, and social presence for adult students (2010, result): “It also confirms the finding of Hostetter and Busch (2006) that social presence explained 40% of the variance in the learner satisfaction scores.”
Investigating students’ perceptions of instructional strategies to establish social presence (2018, unknown): “…as social presence and student satisfaction (Akyol & Garrison, 2008; Borup, West, & Graham, 2012; Gunawardena, 1995; Gunawardena & Zittle, 1997; Hostetter & Busch, 2006; Kim, 2011; Richardson & Swan, 2003; So & Brush, 2008), social presence and community (Pollard, Minor, & Swanson, 2014;…”
Investigating factors that influence social presence and learning outcomes in distance higher education (2011, background): “Richardson and Swan (2003) also demonstrated social presence was a significant predictor of learning satisfaction, taking 58% of the variance in students’ satisfaction in CMC. Hostetter and Busch (2006) also emphasized the teachers’ role in advancing students’ social presence after they found social”
AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS (2019, background): “Social presence, the degree to which a person is perceived as a ‘real person’ in mediated communication” [30] has been found in research studies to have an impact on students’ satisfaction with a course [30, 31, 32, 22, 33, 21] perceived learning [22, 34] and actual learning [23, 33].”