Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning
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 stud...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-09-01
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| Series: | European Journal of Investigation in Health, Psychology and Education |
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| Online Access: | https://www.mdpi.com/2254-9625/14/9/170 |
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| author | Liangliang Xia Lianghui Wang Changqin Huang |
| author_facet | Liangliang Xia Lianghui Wang Changqin Huang |
| author_sort | Liangliang Xia |
| collection | DOAJ |
| description | 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) (<i>N</i> = 43) or a control group (CG) (<i>N</i> = 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. |
| format | Article |
| id | doaj-art-749d525364f4404da898e1c2e3840ea0 |
| institution | OA Journals |
| issn | 2174-8144 2254-9625 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | European Journal of Investigation in Health, Psychology and Education |
| spelling | doaj-art-749d525364f4404da898e1c2e3840ea02025-08-20T01:55:26ZengMDPI AGEuropean Journal of Investigation in Health, Psychology and Education2174-81442254-96252024-09-011492580259710.3390/ejihpe14090170Implementing a Social Presence-Based Teaching Strategy in Online Lecture LearningLiangliang Xia0Lianghui Wang1Changqin Huang2School of Education Technology, Beijing Normal University, Beijing 102206, ChinaKey Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, ChinaKey Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, ChinaPrevious 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) (<i>N</i> = 43) or a control group (CG) (<i>N</i> = 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.https://www.mdpi.com/2254-9625/14/9/170social presenceonline interactionacademic performancesocial network |
| spellingShingle | Liangliang Xia Lianghui Wang Changqin Huang Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning European Journal of Investigation in Health, Psychology and Education social presence online interaction academic performance social network |
| title | Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning |
| title_full | Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning |
| title_fullStr | Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning |
| title_full_unstemmed | Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning |
| title_short | Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning |
| title_sort | implementing a social presence based teaching strategy in online lecture learning |
| topic | social presence online interaction academic performance social network |
| url | https://www.mdpi.com/2254-9625/14/9/170 |
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