A Qualitative Study Exploring Faculty Perception and Adaptation of Social Presence in the Online Classroom

Autor/in	Marino, Kathleen J.
Titel	A Qualitative Study Exploring Faculty Perception and Adaptation of Social Presence in the Online Classroom
Quelle	(2012), (150 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-1445-5
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Teacher Attitudes; Interpersonal Relationship; Online Courses; Interaction; Intimacy; Delphi Technique; Teacher Student Relationship; Peer Relationship; Technology Uses in Education; Teaching Methods; College Faculty; College Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Online course; Online-Kurs; Interaktion; Intimität; Delphi-Methode; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Collegestudent
Abstract	This study is an exploration of faculty perception and adaptation of social presence in the online classroom. This study examines how faculty perceive their role in promoting social presence in the discussion board and what they are doing to promote interactivity, intimacy, and immediacy which are the indicators of social presence. How do they meet the challenges, and what are their strategies? For this qualitative study, open-ended questions were sent to the faculty that participated and focused on the three indicators. The procedure for the study followed the Delphi method and is presented in two parts. The results revealed that the participants interact with students on average every 24 to 48 hours, and require students to interact with each other. The results showed a substantial amount of interactivity but less immediacy and intimacy. Participants indicated that immediacy was the most difficult to transfer to the online environment in the text-based discussion board. This study concludes that faculty members need to find a balance of intimacy and interactivity, and to experiment with other technologies, such as video chats, pre-recorded podcasts, and audio messages in order to provide immediacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10