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The Effects of Social Presence Visualization based on a Community of Inquiry Framework PROCEEDING

, Kyushu University, Japan ; , Kumamoto University, Japan

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

There is growing interest in collaborative learning in higher education. Collaborative learning requires the active participation of students, and thus fosters high-end learning skills. CSCL is one popular tool used to enhance learning outcomes through collaboration among learners. However, to enhance learning performance through CSCL, effective CSCL design such as functions for monitoring and reflection are required. This study aims to investigate the effects of the visualization system of social relationships among learners on perceived social relationships, cognitive learning sense, and contribution to project collaborative work using a Community of Inquiry framework. The results indicated that the perceived effects of the visualization directly affected the enhancement of social relationships and promoted the perceived cognitive learning sense and contribution to project work indirectly.

Citation

Yamada, M. & Goda, Y. (2018). The Effects of Social Presence Visualization based on a Community of Inquiry Framework. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1014-1019). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 26, 2018 from .