Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors

By Hyo-Jeong So, Thomas A. Brush. Comput. Educ., 2008

1,215 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d4319391a95f691612b8c58880e90606560e4ede

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning (2014, background): “…instructors, students and learning contents; this concept was expanded afterwards to include any exchange of information among agents in a course (Johnson, Hornik, & Salas, 2008), regardless that this exchange happens between human beings or between human and non-human agents (So & Brush, 2008).”
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “…learning as a thoughtful integration of traditional classroom face-to-face instruction with computer technology-based learning, converging the strength of synchronous and asynchronous learning (Garrison & Kanuka, 2004; Shams, 2013; So & Brush, 2008; Vanslambrouck et al., 2018; Wichadee, 2017).”
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013, methodology): “Measures of active collaborative learning were adapted from So and Brush (2008).”
Authenticity in virtual reality for assessment and intervention in Autism: a conceptual review (2016, background): “…whether a particular form of media has the potential for supporting realistic actions and influencing future behaviours, i.e. can be useful as a basis for promoting memorable experiences (Sylaiou et al., 2013) and encouraging learning (e.g. Mikropoulos & Natsis, 2011; So & Brush, 2008).”
From Moodle to Facebook: Exploring students' motivation and experiences in online communities (2013, background): “So and Brush (2008) are of the view that there might be an optimal level of social presence that positively impacts collaborative learning as a group of close friends tends to spend more time on off-task behavior and socializing.”
How learning in an inverted classroom influences cooperation, innovation and task orientation (2012, background): “…learning environment that gives students space to take in new ideas, deliberate and carefully express their thoughts on the subject, teachers are able to create learning communities that are more connected and more stable than we have seen in the past (Garrison and Kanuka 2004; So and Brush 2008).”
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement. (2016, background): “The results are consistent from the previous studies in that social interaction with instructors and peers in learning process helped students feel socially connected to others (Andresen, 2009; Kehrwald, 2008; So & Brush, 2008).”
Factors affecting students’ learning performance through collaborative learning and engagement (2021, neutral): “The first study was of So and Brush (2008) from where we adapted three items of interaction with peers and two items of active collaborative learning.”
Investigating students’ perceptions of instructional strategies to establish social presence (2018, neutral): “…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; Rourke, Anderson, Garrison, & Archer, 1999; Rovai, 2002; Ryman,…”