Author's Keywords: distance education, social presence, cognitive learning, affective learning, volubility, online learning	Convention Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: International Communication Association URL: http://www.icahdq.org
Citation: URL: http://www.allacademic.com/meta/p111816_index.html Direct Link: HTML Code:

Russo, Tracy. and Benson, Spencer. "Learning with Invisible Others: Online Presence and its Relationship to Cognitive and Affective Learning" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA, May 27, 2003 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p111816_index.html>

Russo, T. C. and Benson, S. , 2003-05-27 "Learning with Invisible Others: Online Presence and its Relationship to Cognitive and Affective Learning" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p111816_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: This study investigated how in one graduate genetics class, perceptions of online presence were related to student performance, assessment of their learning, attitudes about the course and the subject, and volubility. Data were gathered from student survey responses, instructor evaluation of performance, and statistics on messages posted. Results from this study indicated significant correlations between student perceptions of the presence of other students in the class and scores on an attitudes scale and their satisfaction with their own learning. This finding highlights the salience of other students in the learning environment. Perceptions of the instructor’s presence were significantly correlated with both attitudes, or affective learning, and with student learning satisfaction. This outcome in an online class is consistent with findings on teacher immediacy literature in traditional classes. Student reports of their perception of their own presence in the class were significantly correlated with performance in the class, with the grade they would assign themselves, with their attitudes about the course, and with volubility, measured as number and length of class postings. Volubility was related in this study to performance, although not to presence, in contrast to the argument that volubility might heighten perceptions of presence.

Student to Student Communication, Affective Learning and Instructor Nonverbal Immediacy

Student-to-Student Word-of-Mouth Communication on Student Perceptions of Instructors and Learning

Police Instructors are Integral Part of School-Based Prevention Programming But Little is Known about Students’ Attitudes Toward Them. This Study Examines Differences in Students' Perceptions of DARE Officers Across 6 Metropolitan Areas in the U.S.