All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Learning with Invisible Others: Online Presence and its Relationship to Cognitive and Affective Learning
Unformatted Document Text:  Online presence 1 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.

Authors: Russo, Tracy. and Benson, Spencer.
first   previous   Page 1 of 27   next   last



background image
Online presence 1
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.


Convention
All Academic Convention can solve the abstract management needs for any association's annual meeting.
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.

first   previous   Page 1 of 27   next   last

©2008 All Academic, Inc.