Social presence in online discussions as a process predictor of academic performance
Bibliographic Data
| ID | 23387394 |
|---|---|
| Authors | Srecko Joksimovic (0000-0001-6999-3547, Education Scotland, corresponding author), Dragan Gašević (0000-0001-9265-1908, Education Scotland), Vitomir Kovanovic (0000-0001-9694-6033, School of Informatics University of Edinburgh United Kingdom), Bernhard E Riecke (0000-0001-7974-0850, Simon Fraser University), Marek Hatala (0000-0001-7418-9529, Simon Fraser University) |
| Year | 2015 |
| Volume | 31 |
| Issue | 6 |
| Pages | 638-654 |
| Publication date | 2015-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12107 |
| OpenAlex | W1504818606 |
| Language | EN |
| Citations received | 56 |
| References cited | 41 |
With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an online learning community. The results of a multiple regression analysis showed that certain indicators of social presence were significant predictors of final grades in a master's level computer science online course. Moreover, the study also revealed that teaching presence moderated the association between social presence and academic performance, indicating that a course design that increased the level of meaningful interactions between students had a significant impact on the development of social presence, and thus could positively affect students' academic performance. This is especially important in situations when discussions are introduced to promote the development of learning outcomes assessed in courses. Another implication of our results is that indicators of social presence can be used for early detection of students at risk of failing a course. Findings inform research and practice in the emerging field of learning analytics by prompting the opportunities to offer actionable insights into the reasons why certain students are lagging behind.
Academic achievement · Affect (linguistics) · Data science · Higher education · Lagging · Learning analytics · Mathematics education · Online community · World Wide Web · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology · Social Psychology
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| Unique citing works | 56 |
|---|---|
| Citations per year | 5,6 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 53 |