Using Facebook Groups to Support Social Presence in Online Learning

Autor/inn/en	Akcaoglu, Mete; Lee, Eunbae
Titel	Using Facebook Groups to Support Social Presence in Online Learning
Quelle	In: Distance Education, 39 (2018) 3, S.334-352 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akcaoglu, Mete) ORCID (Lee, Eunbae)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2018.1476842
Schlagwörter	Social Media; Social Networks; Graduate Students; Masters Programs; Online Courses; Computer Mediated Communication; Student Attitudes; Peer Relationship; Teacher Student Relationship; Student Employment; Adult Students + Suchen Sie Ihr Suchwort? Soziale Medien; Social network; Soziales Netzwerk; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Online course; Online-Kurs; Computerkonferenz; Schülerverhalten; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Studentenarbeit; Adult; Adults; Erwachsenenalter; Schüler; Schülerin
Abstract	Building interpersonal connections in asynchronous online learning is important, but it is harder to achieve compared to face-to-face learning experiences due to its mostly text-based nature. Facebook is a popular social media platform and has been used as an outside-class communication space in formal learning contexts to supplement cognitive and affective aspects of learning. In this study, we used Facebook groups as supplemental social spaces in two asynchronous online master's-level courses to understand if it impacted students' perceptions of social presence (i.e., copresence, immediacy, and intimacy), learning interaction with faculty and peers, as well as sociability of the online learning environment. The results indicated that students felt more positively about social presence and learning interactions with other classmates and their instructor and perceived the course as having more sociability after they joined the class Facebook group. Findings have implications for supporting social impression formation in online learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01