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Social Presence in Learner-driven Social Media Environments
PROCEEDINGS

, University of Florida, Gainesville, United States ; , University of Florida, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Social presence in a community of inquiry in prior research has been characterized as social off-task interactions that depict learners as real people in an educational environment. This research presents an open-ended approach to the analysis of social presence in an online learner-driven environment that supplemented formal interactions in an online study program. The results revealed an overwhelming number of informal on-task conversations related to the subject-matter of the program compared to strictly social conversations. We conclude that social presence cannot be isolated from cognitive presence or subject-matter at any stage when participants in an online environment share common learning goals. Social presence has to be redefined in learner-driven online environments that use newer technologies and social media.

Citation

Kumar, S. & Hart, M. (2014). Social Presence in Learner-driven Social Media Environments. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 73-78). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from .

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