EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION

By Jennifer C. Richardson, Karen P. Swan. Online Learning, 2003

739 citations recorded by the source corpus.

Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course. Teacher immediacy behaviors and the presence of others are especially important issues for those involved in delivering online education. This study explored the role of social presence in online learning environments and its relationship to students’ perceptions of learning and satisfaction with the instructor. The participants for this study were students who completed Empire State College’s (ESC) online learning courses in the spring of 2000 and completed the end of semester course survey (n=97). A correlational design was utilized. This study found that students with high overall perceptions of social presence also scored high in terms of perceived learning and perceived satisfaction with the instructor. Students’ perceptions of social presence overall, moreover, contributed significantly to the predictor equation for students’ perceived learning overall. Gender accounted for some of the variability of students’ overall perception of social presence, while age and number of college credits earned did not account for any of the variability.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f1fda66aab1e3b78938290d1e225475492ac8259

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Citations in the corpus

A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016 (2019, neutral): “Instead of having to be at a specific location at a specific time, online educational students have the freedom to communicate with instructors, address classmates, study materials, and complete assignments from any Internetaccessible point (Richardson and Swan, 2003).”
ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS (2019, methodology): “” He used survey items similar to ones used by Gunawardena and Zittle [20] and Richardson and Swan [21] to measure perceived social presence, interactivity, and learning among students enrolled in an online graduate course in education, and found strong correlations among these variables.”
A Systematic Review of Social Presence: Definition, Antecedents, and Implications (2018, positive): “…age and social presence are as follows: Cho et al. (2015): 21– 44, Felnhofer et al. (2014): range not reported ( M = 23.34, SD = 2.73), Hauber et al. (2005): 19–63, Kim et al. (2004): not reported, Lim and Richardson (2016): 24–58, Richardson and Swan (2003): 19–63, Siriaraya and Ang (2012): 22–80.”
ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES (2019, positive): “Swan and Shih [12] have developed a sound social presence survey based on the work of Gunawardena and Zittle [48] and Richardson and Swan [49].”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, neutral): “…and social presence (Cobb, 2011; Gunawardena & Zittle, 1997; Harrison, Gemmell, & Reed, 2014; Johnson, Hornik, & Salas, 2008; Newberry, 2003; Richardson & Swan, 2003; Richardson et al., 2017), teaching presence (Arbaugh, 2008; Estelami, 2012; Jackson, Jones, & Rodriguez, 2010; Khalid &…”
Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19 (2020, background): “Richardson and Swan (2003) suggested a high correlation between students' overall perceived learning with students' satisfaction in online learning.”
Virtual Reality and Its Applications in Education: Survey (2019, background): “Currently, the solutions are modern technologies such as online courses [8,9], blended learning [10–13], different computer-based platforms [14–18] and many others, which allow the students to repeat several times the same topic, make mistakes and learn from them.”
AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS (2019, background): “Research has shown a link between perceived social presence and perceived learning and satisfaction in online courses [22, 21].”