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Social presence in massive open online courses. / Poquet, Oleksandra; Kovanović, Vitomir; de Vries, Pieter; Hennis, Thieme; Joksimović, Srećko; Gašević, Dragan; Dawson, Shane.

In: International Review of Research in Open and Distance Learning, Vol. 19, No. 3, 01.01.2018, p. 43-68.

Research output: Contribution to journalArticleScientificpeer-review

Harvard

Poquet, O, Kovanović, V, de Vries, P, Hennis, T, Joksimović, S, Gašević, D & Dawson, S 2018, 'Social presence in massive open online courses' International Review of Research in Open and Distance Learning, vol. 19, no. 3, pp. 43-68. https://doi.org/10.19173/irrodl.v19i3.3370

APA

Poquet, O., Kovanović, V., de Vries, P., Hennis, T., Joksimović, S., Gašević, D., & Dawson, S. (2018). Social presence in massive open online courses. International Review of Research in Open and Distance Learning, 19(3), 43-68. https://doi.org/10.19173/irrodl.v19i3.3370

Vancouver

Poquet O, Kovanović V, de Vries P, Hennis T, Joksimović S, Gašević D et al. Social presence in massive open online courses. International Review of Research in Open and Distance Learning. 2018 Jan 1;19(3):43-68. https://doi.org/10.19173/irrodl.v19i3.3370

Author

Poquet, Oleksandra ; Kovanović, Vitomir ; de Vries, Pieter ; Hennis, Thieme ; Joksimović, Srećko ; Gašević, Dragan ; Dawson, Shane. / Social presence in massive open online courses. In: International Review of Research in Open and Distance Learning. 2018 ; Vol. 19, No. 3. pp. 43-68.

BibTeX

@article{d9711031852e47a69bf978dff77890d6,
title = "Social presence in massive open online courses",
abstract = "The capacity to foster interpersonal interactions in massive open online courses (MOOCs) has frequently been contested, particularly when learner interactions are limited to MOOC forums. The establishment of social presence-a perceived sense of somebody being present and {"}real{"}-is among the strategies to tackle the challenges of online learning and could be applied in MOOCs. Thus far, social presence in MOOCs has been under-researched. Studies that previously examined social presence in MOOCs did not account for the peculiar nature of open online learning. In contrast to the existing work, this study seeks to understand how learners perceive social presence, and the different nuances of social presence in diverse MOOC populations. In particular, we compare perceptions of social presence across the groups of learners with different patterns of forum participation in three edX MOOCs. The findings reveal substantial differences in how learners with varying forum activity perceive social presence. Perceptions of social presence also differed in courses with the varying volume of forum interaction and duration. Finally, learners with sustained forum activity generally reported higher social presence scores that included low affectivity and strong group cohesion perceptions. With this in mind, this study is significant because of the insights into brings to the current body of knowledge around social presence in MOOCs. The study's findings also raise questions about the effectiveness of transferring existing socio-constructivist constructs into the MOOC contexts.",
keywords = "Forum participation, MOOCs, Social presence",
author = "Oleksandra Poquet and Vitomir Kovanović and {de Vries}, Pieter and Thieme Hennis and Srećko Joksimović and Dragan Gašević and Shane Dawson",
year = "2018",
month = "1",
day = "1",
doi = "10.19173/irrodl.v19i3.3370",
language = "English",
volume = "19",
pages = "43--68",
journal = "International Review of Research in Open and Distance Learning",
issn = "1492-3831",
publisher = "Athabasca University",
number = "3",

}

RIS

TY - JOUR

T1 - Social presence in massive open online courses

AU - Poquet, Oleksandra

AU - Kovanović, Vitomir

AU - de Vries, Pieter

AU - Hennis, Thieme

AU - Joksimović, Srećko

AU - Gašević, Dragan

AU - Dawson, Shane

PY - 2018/1/1

Y1 - 2018/1/1

N2 - The capacity to foster interpersonal interactions in massive open online courses (MOOCs) has frequently been contested, particularly when learner interactions are limited to MOOC forums. The establishment of social presence-a perceived sense of somebody being present and "real"-is among the strategies to tackle the challenges of online learning and could be applied in MOOCs. Thus far, social presence in MOOCs has been under-researched. Studies that previously examined social presence in MOOCs did not account for the peculiar nature of open online learning. In contrast to the existing work, this study seeks to understand how learners perceive social presence, and the different nuances of social presence in diverse MOOC populations. In particular, we compare perceptions of social presence across the groups of learners with different patterns of forum participation in three edX MOOCs. The findings reveal substantial differences in how learners with varying forum activity perceive social presence. Perceptions of social presence also differed in courses with the varying volume of forum interaction and duration. Finally, learners with sustained forum activity generally reported higher social presence scores that included low affectivity and strong group cohesion perceptions. With this in mind, this study is significant because of the insights into brings to the current body of knowledge around social presence in MOOCs. The study's findings also raise questions about the effectiveness of transferring existing socio-constructivist constructs into the MOOC contexts.

AB - The capacity to foster interpersonal interactions in massive open online courses (MOOCs) has frequently been contested, particularly when learner interactions are limited to MOOC forums. The establishment of social presence-a perceived sense of somebody being present and "real"-is among the strategies to tackle the challenges of online learning and could be applied in MOOCs. Thus far, social presence in MOOCs has been under-researched. Studies that previously examined social presence in MOOCs did not account for the peculiar nature of open online learning. In contrast to the existing work, this study seeks to understand how learners perceive social presence, and the different nuances of social presence in diverse MOOC populations. In particular, we compare perceptions of social presence across the groups of learners with different patterns of forum participation in three edX MOOCs. The findings reveal substantial differences in how learners with varying forum activity perceive social presence. Perceptions of social presence also differed in courses with the varying volume of forum interaction and duration. Finally, learners with sustained forum activity generally reported higher social presence scores that included low affectivity and strong group cohesion perceptions. With this in mind, this study is significant because of the insights into brings to the current body of knowledge around social presence in MOOCs. The study's findings also raise questions about the effectiveness of transferring existing socio-constructivist constructs into the MOOC contexts.

KW - Forum participation

KW - MOOCs

KW - Social presence

UR - http://resolver.tudelft.nl/uuid:d9711031-852e-47a6-9bf9-78dff77890d6

UR - http://www.scopus.com/inward/record.url?scp=85049811176&partnerID=8YFLogxK

U2 - 10.19173/irrodl.v19i3.3370

DO - 10.19173/irrodl.v19i3.3370

M3 - Article

VL - 19

SP - 43

EP - 68

JO - International Review of Research in Open and Distance Learning

T2 - International Review of Research in Open and Distance Learning

JF - International Review of Research in Open and Distance Learning

SN - 1492-3831

IS - 3

ER -

ID: 46632892