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Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning.

Liangliang Xia1, Lianghui Wang2, Changqin Huang2

  • 1School of Education Technology, Beijing Normal University, Beijing 102206, China.

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|September 27, 2024
PubMed
Summary
This summary is machine-generated.

A new social presence (SP)-based teaching strategy significantly improved online learners' social presence and academic performance. This approach fosters peer communication and interaction, crucial for effective online learning environments.

Keywords:
academic performanceonline interactionsocial networksocial presence

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Area of Science:

  • Online Education
  • Educational Psychology
  • Social Learning Theory

Background:

  • Limited research exists on enhancing peer presence in online video lectures.
  • Previous studies focused on instructor presence, neglecting the impact of peer interaction on social presence.

Purpose of the Study:

  • To develop a social presence (SP)-based teaching strategy for online learning activities.
  • To improve students' social presence by providing social cues about peer presence and encouraging communication.
  • To compare the effectiveness of an SP-based strategy versus a conventional strategy on social presence, interaction, and academic performance.

Main Methods:

  • A quasi-experiment was conducted with 81 Chinese university students over a ten-week online course.
  • Participants were randomly assigned to an experimental group (SP-based strategy) or a control group (conventional strategy).
  • Data collected included measures of social presence, social interaction, academic performance, and social network analysis.

Main Results:

  • The SP-based strategy significantly enhanced social presence and academic performance in the experimental group compared to the control group.
  • A significant positive correlation was found between academic performance and social presence among students using the SP-based strategy.
  • Social network analysis revealed more cohesive subgroups and concentrated interactions in the experimental group.

Conclusions:

  • The SP-based teaching strategy is effective in promoting social presence and academic achievement in lecture-based online courses.
  • Fostering peer presence and communication is essential for improving the online learning experience.
  • Implementing SP-based strategies can lead to more engaged and successful online learners.