Distance learning course formats can alter modes of information exchange and interpersonal interaction relative to traditional course formats. This study aims to determine the effect of a distance course format on the knowledge acquisition (cognitive learning) and satisfaction (affective learning) of students, we investigated student learning responses and social presence during a graduate?level engineering course taught via traditional (i.e., professor present in the classroom) and synchronous distance?learning formats. Direct quantification of participation, academic performance assessment based on homework and exam scores, and survey?based assessments of student perceptions of the course were collected. Based on these data, cognitive and affective learning responses to different technological and interaction?based aspects of the course were determined for each course format. We show that while affective learning decreased for students in the distance format course relative to the traditional format, cognitive learning was comparable. Our results suggest that loss of satellite connection and audio losses had a stronger negative effect on student perceptions than video disturbances, and that participation was the most important factor influencing affective learning.
While our findings do not suggest that cognitive learning is strongly affected by social presence, implementing strategies to enhance social presence may improve the overall learning experience and make distance learning more enjoyable for students.
Distance learning, Participation, Social presence
Mackey, K. R. M., & Freyberg, D. L. (2010). The effect of social presence on affective and cognitive learning in an international engineering course taught via distance learning. Journal of Engineering Education, 99, 23-34.
|Links to Article||https://scholar.google.com/scholar?hl=en&as_sdt=0%2C50&q=Mackey%2C+K.+R.+M.%2C+%26+Freyberg%2C+D.+L.+%282010%29.+The+effect+of+social+presence+on+affective+and+cognitive+learning+in+an+international+engineering+course+taught+via+distance+learning.+Journal+of+Engineering+Education%2C+99%2C+23-34.&btnG=
|Publication Type||Journal Article|
|In Publication||Journal of Engineering Education|
|Type of Research||Quantitative|
|Research Design||Survey research (qualitative or quantitative)|
|Intervention/Areas of Study|
|Level of Analysis||Student-level|
|Specific Populations Examined||Graduates|
|Specific Institutional Characteristics of Interest|
|Specific Course or Program Characteristics||STEM|
|Outcome Variables of Interest|
|Student Sample Size||100-199|