You are here:

The Relationship Between Social Presence and Social Capital in Online Learning Communities PROCEEDINGS

, , , OISE - University of Toronto, Canada

Global TIME, in Online, Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

For many years, social presence has been deemed important for communication and collaboration in online learning environments. Yet, the specific types of interactions fostered by social presence have been ignored. In this paper, we propose the use of social capital theory as a means of distinguishing interaction patterns. We urge researchers to study social presence with the appreciation that not all types of interactions are equally valued by participants and that social presence does not necessarily lead to all types of such interactions.

Citation

Oztok, M., Zingaro, D. & Brett, C. (2012). The Relationship Between Social Presence and Social Capital in Online Learning Communities. In Proceedings of Global TIME -Online Conference on Technology, Innovation, Media & Education (pp. 256-262). Online,: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2018 from .

View References & Citations Map

References

  1. Aragon, S.R. (2003). Creating social presence in online environments. New Directions for Adult and Continuing Education, 100, 57-68.
  2. Bourdieu, P. (1983). ‘ Forms of capital ’ In J.C. Richards (Ed.). Handbook of Theory and Research for the Sociology of Education (pp. 241 – 258), New York: Greenwood Press.
  3. Bourdieu, P. & Wacquant, L. (1992). An Invitation to Reflexive Sociology, University of Chicago Press, Chicago, IL.
  4. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
  5. Coleman, J.C. (1988). Social capital in the creation of human capital. American Journal of Sociology, (94), 95-120.
  6. Danchak, M., Walther, J.B., & Swan, K. (2001). Presence in mediated instructions: bandwidth, behavior, and expectancy violations. Paper presented at the Seventh Annual Sloan Center International Conference on Online Learning, Orlando, FL.
  7. Dika, S.L. And Singh, K. (2002) Applications of Social Capital in Educational Literature: A Critical Synthesis, Review of Educational Research, 72(1), 31-60.
  8. Fung, Y.H. (2004). Collaborative online learning: interaction patterns and limiting factors. Open Learning, 19(2), 54-72.
  9. Garrison, D.R. (2006). Online Collaboration Principles. Journal of Asynchronous Learning Networks, 10(1), 25 − 34.
  10. Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
  11. Granovetter, M.S. (1983). The strength of weak ties: a network theory revisited. Sociology Theory, 1, 201 – 233.
  12. Gunawardena, C.N., & Zittle, F.J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11(3), 8-26.
  13. Henning, W. (2004). Everyday cognition and situated learning. In D. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed.) (pp. 143-168).
  14. Hiltz, S.R., Coppola, N., Rotter, N., Toroff, M., & Benbunan-Fich, R. (2000). ALN Research: What we know and what we need to know about contextual influences. In J. Bourne & J.
  15. Kreijns, K., Kirschner, P.A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research.
  16. Nickerson, R.S. (1999). How we know– and sometimes misjudge – what others know: Imputing one’ s own knowledge to others. Psychological Bulletin, 125(6), 737 – 759.
  17. Oztok, M., & Brett, C. (2011). Social Presence and Online Learning: A Review of Research. The Journal Of Distance Education, 25(3). Retrieved December 23, 2012, from http://www.jofde.ca/index.php/jde/article/view/758/1299 Putnam, R.D. (2000). Bowling alone: The collapse and revival of American community. New
  18. Rourke, L., Anderson, T., Archer, W., & Garrison, R. (1999). Assessing social presence in asynchronous computer conferencing transcripts. Journal of Distance Education, 14(2), 50-71.
  19. Rourke, L., & Kanuka, H. (2009). Learning in communities of inquiry: A review of the literature. Journal of Distance Education, 23(1), 19-48.
  20. Rovai, A.P. (2002). Building sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1), 1-1
  21. Russo, T., & Benson, S. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning. Educational Technology& Society, 8(1), 54-62.
  22. Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education, 14(2), 14-33.
  23. Swan, K. (2005). A constructivist model for thinking about learning online. In J. Bourne & J.C. Moore (Eds.), Elements of quality online education: Engaging communities (pp. 13-30).
  24. Tu, C.-H. (2005). From presentation to interaction: New goals for online learning technologies. Educational Media International, 42(3), 189-206.
  25. Walther, J.B. (1992). Interpersonal effects in computer-mediated communication: A relational perspective. Communication Research, 19(1), 52-90.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Slides