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Social presence in online learning : multiple perspectives on practice and research /
Published in Association with The Online Learning Consortium. Social presence continues to emerge as a key factor for successful online and blended learning experiences. It is commonly described as the degree to which online participants feel connected to one another. Understanding social presence w...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Sterling, Virginia :
Stylus Publishing,
2017.
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| Colección: | Online learning and distance education.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a22000008i 4500 | ||
|---|---|---|---|
| 001 | EBSCO_ocn984512242 | ||
| 003 | OCoLC | ||
| 005 | 20231017213018.0 | ||
| 006 | m o d | ||
| 007 | cr mn||||||||| | ||
| 008 | 170425t20172017vau ob 001 0 eng | ||
| 010 | |a 2017019966 | ||
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| 019 | |a 1241806372 |a 1259195341 | ||
| 020 | |a 9781620365106 |q (electronic bk.) | ||
| 020 | |a 1620365103 |q (electronic bk.) | ||
| 020 | |z 9781620365113 |q (consumer e-edition ; |q alk. paper) | ||
| 020 | |z 1620365111 |q (consumer e-edition ; |q alk. paper) | ||
| 020 | |z 9781620365083 |q (hardcover ; |q alk. paper) | ||
| 020 | |z 1620365081 |q (hardcover ; |q alk. paper) | ||
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| 082 | 0 | 0 | |a 371.33/44678 |2 23 |
| 049 | |a UAMI | ||
| 245 | 0 | 0 | |a Social presence in online learning : |b multiple perspectives on practice and research / |c edited by Aimee L. Whiteside, Amy Garrett Dikkers, and Karen Swan. |
| 263 | |a 1705 | ||
| 264 | 1 | |a Sterling, Virginia : |b Stylus Publishing, |c 2017. | |
| 264 | 4 | |c Ã2017 | |
| 300 | |a 1 online resource (xvii, 224 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b n |2 rdamedia | ||
| 338 | |a online resource |b nc |2 rdacarrier | ||
| 490 | 1 | |a Online learning & distance education: Leadership, innovation, policy, & practice | |
| 520 | |a Published in Association with The Online Learning Consortium. Social presence continues to emerge as a key factor for successful online and blended learning experiences. It is commonly described as the degree to which online participants feel connected to one another. Understanding social presence with its critical connections to community-building, retention, and learning outcomes allows faculty and instructional designers to better support and engage students. This volume, Social Presence in Online Learning, addresses the evolution of social presence with three distinct perspectives, outlines the relevant research, and focuses on practical strategies that can immediately impact the teaching and learning experience. These strategies include creating connections to build community, applying content to authentic situations, integrating a careful mix of tools and media, leveraging reflective and interactive opportunities, providing early and continuous feedback, designing with assessment in mind, and encouraging change in small increments. Because student satisfaction and motivation plays a key role in retention rates and because increased social presence often leads to enriched learning experiences, it is advantageous to mindfully integrate social presence into learning environments. Social Presence in Online Learning brings together eminent scholars in the field to distinguish among three different perspectives of social presence and to address how these viewpoints immediately inform practice. This important volume: " rovides an overview of the evolution of social presence, key findings from social presence research, and practical strategies that can improve the online and blended learning experience" ifferentiates three distinct perspectives on social presence and explains the ideas and models that inform these perspectives" xplores specific ways in which social presence relates to course satisfaction, retention, and outcomes" ffers practical implications and ready-to-use techniques that are applicable to multiple disciplines" ntroduces current research on social presence by prominent researchers in the field with direct inferences to the practice of online and blended learning " ooks at future directions for social presenceSocial Presence in Online Learning is appropriate for practitioners, researchers and academics involved in any level of online learning program design, course design, instruction, support, and leadership as well as for graduate students studying educational technology, technology-enhanced learning, and online and blended learning. It brings together multiple perspectives on social presence from the most influential scholars in the field to help shape the future of online and blended learning. | ||
| 520 | |a Described as the degree to which online participants feel connected to one another, social presence is a key factor for successful online and blended learning experiences. This book presents key findings from the research on social presence, with its critical connections to community-building, retention, and learning outcomes, and provides practical strategies to enable faculty and instructional designers to better support and engage students in online and blended learning sources. -- from back cover. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | 0 | |g Foreword / |r Charlotte Nirmalani Gunawardena -- |g Part One: |t Introduction to social presence in online learning -- |t Multiple perspectives on social presence in online learning: An introduction to this volume / |r Karen Swan -- |t Social Presence: Understanding connections among definitions, theory, measurements, and practice / |r Amy Garrett Dikkers, Aimee L. Whiteside, and Bethany Tap -- |g Part Two: Understanding social presence as technologically facilitated -- |t Understanding social presence as technologically facilitated: Introduction to part two / |r Karen Swan -- |t Social presence and communication technologies: Tales of trial and error / |r Patrick Lowenthal and Dave Mulder -- |t Evolvements of social presence in open and networked learning environments / |r Chih-Hsiung Tu -- |g Part Three: Understanding social presence as learners' perceptions -- |t Understanding social presence as learners' perceptions: Introduction to part three / |r Karen Swan -- |t Social presence and the community of inquiry framework / |r Karen Swan and Jennifer C. Richardson -- |t Social presence and student success: Retention, satisfaction, and evolving expectations / |r Phil Ice, Melissa Layne, and Wally Boston -- |t Instructor social presence: Learners' needs and a neglected component of the community of inquiry framework / |r Jennifer C. Richardson and Patrick Lowenthal -- |t Creating social cues through self-disclosures, stories, and paralanguage: The importance of modeling high social presence behaviors in online courses / |r Jessica Gordon -- |t Cultural perspectives on social presence: Research and practical guidelines for online design / |r Charlotte Nirmalani Gunawardena -- |g Part Four: Understanding social presence as a critical literacy -- |t Understanding social presence as a critical literacy: Introduction to part four / |r Aimee L. Whiteside -- |t Making learning relevant and meaningful: Integrating social presence into faculty professional development programs / |r Aimee L. Whiteside -- |t Blending face-to-face and online instruction to disrupt learning, inspire reflection, and create space for innovation / |r Amy Garrett Dikkers, Aimee L. Whiteside, and Somer Lewis -- |t Personalized learning to meet the needs of diverse learners / |r Somar Lewis, Amy Garrett Dikkers, and Aimee L. Whiteside -- |t Overcoming isolation online: Strategies to enhance social presence in practice / |r Aimee L. Whiteside, Amy Garrett Dikkers, and Somer Lewis -- |g Part Five: Concluding thoughts -- |t Future directions for social presence: Shared metacognition, emerging technologies, and the new educational ecosystem / |r Jason C. Vickers and Peter Shea -- |t The future of social presence: Advancing research, uniting the perspectives, and allowing for innovation in practice / |r Aimee L. Whiteside, Karen Swan, and Amy Garrett Dikkers. |
| 588 | 0 | |a Print version record. | |
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| 650 | 0 | |a Web-based instruction |x Social aspects. | |
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| 655 | 4 | |a Electronic books. | |
| 700 | 1 | |a Whiteside, Aimee L., |d 1974- |e editor. | |
| 700 | 1 | |a Dikkers, Amy Garrett, |d 1973- |e editor. | |
| 700 | 1 | |a Swan, Karen, |d 1948- |e editor. | |
| 776 | 0 | 8 | |i Print version: |t Social presence in online learning. |b First edition. |d Sterling, Virginia : Stylus Publishing, 2017 |z 9781620365083 |w (DLC) 2016055651 |w (OCoLC)950951993 |
| 830 | 0 | |a Online learning and distance education. | |
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