The Use of Online Collaborative Tools and Student Perception of Social Presence
David Wicks, Arthur Ellis, Andrew Lumpe, Seattle Pacific University, United States
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The researchers explored the Community of Inquiry framework and how collaborative technologies, specifically wikis, can be used to impact student perception of social presence in online learning. The subjects were 78 graduate education students in three differently contrived sections of the same online course. Participants completed the Community of Inquiry (CoI) Survey at the end of the term measuring their perceived level of teaching, social, and cognitive presence during the course. The experimental setting utilized a single instructor teaching one course, and randomly assigned students. Each section had students collaborate using a different tool (synchronous wiki, asynchronous wiki, and discussion board). All subjects perceived high levels of the three presences when compared with previous studies. Students collaborating using an asynchronous wiki perceived significantly more social presence than those using only a discussion board. Specifically, students perceived greater levels
Wicks, D., Ellis, A. & Lumpe, A. (2013). The Use of Online Collaborative Tools and Student Perception of Social Presence. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 2371-2379). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)