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Explaining social presence and the quality of online learning with the SIPS model

Weidlich, Joshua ; Bastiaens, Theo J

Computers in Human Behavior, July 2017, Vol.72, pp.479-487 [Tạp chí có phản biện]

ISSN: 0747-5632 ; E-ISSN: 1873-7692 ; DOI: 10.1016/j.chb.2017.03.016

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  • Nhan đề:
    Explaining social presence and the quality of online learning with the SIPS model
  • Tác giả: Weidlich, Joshua ; Bastiaens, Theo J
  • Chủ đề: Social Presence ; Sociability ; Social Space ; Partial Least Squares Structural Equation Modeling ; Online Learning ; Satisfaction ; Computer Science ; Psychology
  • Là 1 phần của: Computers in Human Behavior, July 2017, Vol.72, pp.479-487
  • Mô tả: The concept of Social Presence is often cited by researchers trying to understand the mechanisms governing beneficial learning climates and interpersonal connections among online learners. However, convoluted definitions and problematic measurements of social presence have made it difficult to understand how exactly social presence and related social variables come to be, hindering the investigation of reliable design recommendations. This study attempts to advance the SIPS ( , Social , Social , Social ) model. It shows how these variables are related to each other and to relevant outcome variables like satisfaction. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to assess the predictive capabilities of the model regarding the outcome variables. Results support the notion that a sociable learning environment fosters social interaction, leading to social presence and the emergence of a sound social space, in turn explaining the quality of the learning experience. Social presence, when measured in a non-convoluted way, has no effect on satisfaction.
  • Ngôn ngữ: English
  • Số nhận dạng: ISSN: 0747-5632 ; E-ISSN: 1873-7692 ; DOI: 10.1016/j.chb.2017.03.016

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