The Relationship between Social Presence and Cognitive Load

Autor/in	Costley, Jamie
Titel	The Relationship between Social Presence and Cognitive Load
Quelle	In: Interactive Technology and Smart Education, 16 (2019) 2, S.172-182 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/ITSE-12-2018-0107
Schlagwörter	Cognitive Processes; Difficulty Level; Correlation; Interaction; Self Expression; Open Universities; Foreign Countries; College Students; Educational Environment; Online Courses; Communities of Practice; Inquiry; Short Term Memory; Retention (Psychology); Interpersonal Relationship; Cognitive Development; Lecture Method; Concept Formation; Trust (Psychology); Sense of Community; Cooperative Learning; Student Attitudes; South Korea + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Korrelation; Interaktion; Ausdruck; Offene Universität; Ausland; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Online course; Online-Kurs; Community; Kurzzeitgedächtnis; Merkfähigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kognitive Entwicklung; Concept learning; Begriffsbildung; Kooperatives Lernen; Schülerverhalten; Korea; Republik
Abstract	Purpose: As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students' levels of social presence affect germane cognitive load. Germane cognitive load is the amount that students are able to construct schema and can be seen as analogous to learning. Design/methodology/approach: This study looks at the results of survey data (n = 433) that investigate the relationship between social presence and germane cognitive load. The students were surveyed from the Open Cyber University of Korea in the fall semester of 2018. Findings: The present study found a statistically significant positive relationship between social presence and germane cognitive load. The study found a Spearman's correlation coefficient of 0.595. Furthermore, the sample was divided into a high, medium and low grouping of social presence. Among these groupings, the high level social presence had the highest level of germane cognitive load, and the low level social presence had the lowest level of germane cognitive load. Originality/value: This result shows the importance and value of developing levels of social presence in online environments. Some research has shown relationships between student interaction and learning, but the present study looks directly at social presence and germane cognitive load. From this research, the authors can see the value of encouraging higher levels of social interaction in online learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01