BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE

By Anthony G. Picciano. Online Learning, 2019

512 citations recorded by the source corpus.

The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and extent of the interaction and its effects on student performance. Much of the research is based on student perceptions of the quality and quantity of their interactions and how much they have learned in an online course. The purpose of this study is to examine performance in an online course in relationship to student interaction and sense of presence in the course. Data on multiple independent (measures of interaction and presence) and dependent (measures of performance) variables were collected and subjected to analysis. An attempt was made to go beyond typical institutional performance measures such as grades and withdrawal rates and to examine measures specifically related to course objectives.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bfddf2c4078b58aefd05b8ba7000aca1338f16d8

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES (2019, background): “Moreover, social presence is of less importance if the learning activities are information acquisition and there are no collaborative assignments where students can benefit from the perspectives of others [11].”
ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS (2019, methodology): “The relationships between perceived social presence and perceived interactivity and their effects on perceived learning clearly deserve further investigation, especially as they relate to actual interactions and actual learning [23], perhaps on a micro level.”
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].”
Students’ perception and preference for online education in India during COVID -19 pandemic (2020, unknown): “…of the interaction with course instructors to promote critical thinking ability and information processing (Duffy et al. (1998, pp. 51–78); Picciano (2002); Hay et al.(2004)) rate of interactivity in the online setting (Arbaugh (2000); Hay et al. (2004)), the extent of instructional…”
Online learning performance and satisfaction: do perceptions and readiness matter? (2020, background): “Hence, some studies have de ﬁ ned students ’ learning performance as the combination of di ﬀ erent scores, for example, the actual number of student postings to the online discussion board, examination scores, and/or assignment scores (e.g., Picciano, 2002; Wei & Chou, 2019; Wei et al., 2015).”