Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning.

IF 3 Q1 PSYCHOLOGY, CLINICAL
Liangliang Xia, Lianghui Wang, Changqin Huang
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Abstract

Previous studies have focused on the design of video lectures to improve students' social presence by enhancing instructor presence for learners in lecture-based online courses; however, there has been limited emphasis on the peer presence in which learning from video lectures takes place. This study's first objective is to develop a social presence (SP)-based teaching strategy to design online learning activities aimed at improving students' social presence by providing social clues about peer presence and encouraging peer communication. The second objective is to compare students' social presence, social interaction, and academic performance from lecture-based online learning supported by either a conventional teaching strategy or an SP-based teaching strategy. Using a quasi-experiment, we selected 81 Chinese university students to participate in a ten-week online course. The participants were randomly assigned to either an experimental group (EG) (N = 43) or a control group (CG) (N = 38). This study revealed that the SP-based strategy enhanced EG members' social presence in online learning and that EG members achieved better academic performance than CG members. A significant correlation was found between the EG members' academic performance and their social presence. The researchers also identified more concentrated social network sociograms with more cohesive subgroups in the EG members' online interactions. The results indicate the necessity of applying an SP-based teaching strategy in lecture-based online courses to promote students' social presence, social interaction, and academic performance.

在在线讲座学习中实施基于社会存在的教学策略。
以往的研究侧重于视频讲座的设计,通过在基于讲座的在线课程中增强学习者的教师在场感来提高学生的社会在场感;然而,对视频讲座学习所发生的同伴在场感的强调却很有限。本研究的第一个目标是开发一种基于社会临场感(SP)的教学策略,设计在线学习活动,旨在通过提供同伴临场感的社会线索和鼓励同伴交流来提高学生的社会临场感。第二个目标是比较学生在传统教学策略或基于社会临场感的教学策略支持下进行的基于讲授的在线学习中的社会临场感、社会互动和学习成绩。通过准实验,我们挑选了 81 名中国大学生参加为期十周的在线课程。参与者被随机分配到实验组(EG)(43 人)或对照组(CG)(38 人)。研究发现,基于 SP 的策略增强了 EG 成员在在线学习中的社会存在感,EG 成员的学习成绩优于 CG 成员。研究发现,EG 成员的学习成绩与他们的社会存在之间存在着明显的相关性。研究人员还发现,在 EG 成员的在线互动中,社会网络社会图更加集中,子群更加有凝聚力。研究结果表明,有必要在基于讲授的在线课程中应用基于社交网络的教学策略,以促进学生的社交存在、社交互动和学业成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.40
自引率
12.50%
发文量
111
审稿时长
8 weeks
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