Online presence 19
Table 3. Means and standard deviations of volubility measures
Discussion
This study investigated how in one graduate genetics class, perceptions of online
presence were related to student performance, assessment of their learning and the
learning environment, 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 that perceptions of the presence of others was
significantly correlated with scores on the attitudes scale and with students’ satisfaction
with their own learning. These findings highlight the importance of other students in the
learning environment. Just as Rourke et al. (2001) and Oren, Mioduser and Nachmias
(2002) assert, social presence is necessary for development of a community of inquiry.
Student comments in the open-ended survey questions and the open-ended self-
assessment question in the final exam support an argument that student interaction is key
to a positive online learning environment. One student noted in identifying the most
useful element of the class, “the discussion problems were the most helpful because you
could see other students responses and ideas.” Another wrote, “Online discussions have
been the best part and learning tool of all my online classes thus far.” And one other
noted, “the other students were the best element of this course. The discussion boards
were one of the best tools of the course.” Despite these responses, some students wanted
even more interaction. One suggested that more participation in discussions should be
encouraged, “We never really got good conversations going.”
Convention