ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS
ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS
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关于在线课程讨论中社交存在的本质和发展
作者：
Karen Swan;Lifang Shih
“社会存在”，即参与者在以计算机为媒介的交流中感到彼此情感联系的程度，已被证明是学生满意度和在线课程成功的一个重要因素。这种混合方法的研究建立在以前的研究，更深入地探讨社会存在的性质，以及它如何在网上课程讨论的发展。这项研究结合了对参加四门在线研究生课程的学生的调查结果的定量分析，以及对社会存在感最高和最低的学生的定性比较。定量研究结果显示，感知的社会存在和满意度与在线讨论之间的显着相关性，并梳理了教师和同行的感知存在各自的影响。研究结果表明，教师的感知存在可能是一个更有影响力的因素，在确定学生的满意度比感知存在的同龄人。与其他课程和学习者特征的相关性表明，课程设计也可能显着影响社会存在的发展。定性结果支持定量结果。此外，他们提供的证据表明，学生感知最高的社会存在也投射自己更多的在线讨论，并揭示有意义的差异，感知高和低社会存在的学生之间的有用性和目的的在线讨论的看法。
“Social presence,” the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods study built on previous research to explore in greater depth the nature of social presence and how it develops in online course discussions. The study combined quantitative analyses of survey results from students enrolled in four online graduate courses, and qualitative comparisons of students with the highest and lowest perceptions of social presence. Quantitative results revealed significant correlations between perceived social presence and satisfaction with online discussions, and teased apart the respective influences of the perceived presence of instructors and peers. The findings indicate that the perceived presence of instructors may be a more influential factor in determining student satisfaction than the perceived presence of peers. Correlations with other course and learner characteristics suggest that course design may also significantly affect the development of social presence. Qualitative findings support the quantitative results. In addition, they provide evidence that students perceiving the highest social presence also projected themselves more into online discussions,and reveal meaningful differences in perceptions of the usefulness and purpose of online discussion between students perceiving high and low social presence.