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010 2017019966
019 1241806372
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020 1620365103|q(electronic book)
020 |z9781620365113|q(consumer e-edition ;|qalkaline paper)
020 |z1620365111|q(consumer e-edition ;|qalkaline paper)
020 |z9781620365083|q(hardcover ;|qalkaline paper)
020 |z1620365081|q(hardcover ;|qalkaline paper)
020 |z9781620365090|q(paperback ;|qalkaline paper)
020 |z162036509X|q(paperback ;|qalkaline paper)
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050 10 LB1044.87|b.S6178 2017eb
072 7 EDU|x001000|2bisacsh
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082 00 371.33/44678|223
090 LB1044.87|b.S6178 2017eb
245 00 Social presence in online learning :|bmultiple
perspectives on practice and research /|cedited by Aimee
L. Whiteside, Amy Garrett Dikkers, and Karen Swan.
263 1705
264 1 Sterling, Virginia :|bStylus Publishing,|c2017.
264 4 |c©2017
300 1 online resource (xvii, 224 pages).
336 text|btxt|2rdacontent
337 computer|bn|2rdamedia
338 online resource|bnc|2rdacarrier
340 |gpolychrome|2rdacc
347 text file|2rdaft
490 1 Online learning & distance education: Leadership,
innovation, policy, & practice
504 Includes bibliographical references and index.
505 00 |gForeword /|rCharlotte Nirmalani Gunawardena --|gPart One
:|tIntroduction to social presence in online learning --
|tMultiple perspectives on social presence in online
learning: An introduction to this volume /|rKaren Swan --
|tSocial Presence: Understanding connections among
definitions, theory, measurements, and practice /|rAmy
Garrett Dikkers, Aimee L. Whiteside, and Bethany Tap --
|gPart Two: Understanding social presence as
technologically facilitated --|tUnderstanding social
presence as technologically facilitated: Introduction to
part two /|rKaren Swan --|tSocial presence and
communication technologies: Tales of trial and error /
|rPatrick Lowenthal and Dave Mulder --|tEvolvements of
social presence in open and networked learning
environments /|rChih-Hsiung Tu --|gPart Three:
Understanding social presence as learners' perceptions --
|tUnderstanding social presence as learners' perceptions:
Introduction to part three /|rKaren Swan --|tSocial
presence and the community of inquiry framework /|rKaren
Swan and Jennifer C. Richardson --|tSocial presence and
student success: Retention, satisfaction, and evolving
expectations /|rPhil Ice, Melissa Layne, and Wally Boston
--|tInstructor social presence: Learners' needs and a
neglected component of the community of inquiry framework
/|rJennifer C. Richardson and Patrick Lowenthal --
|tCreating social cues through self-disclosures, stories,
and paralanguage: The importance of modeling high social
presence behaviors in online courses /|rJessica Gordon --
|tCultural perspectives on social presence: Research and
practical guidelines for online design /|rCharlotte
Nirmalani Gunawardena --|gPart Four: Understanding social
presence as a critical literacy --|tUnderstanding social
presence as a critical literacy: Introduction to part four
/|rAimee L. Whiteside --|tMaking learning relevant and
meaningful: Integrating social presence into faculty
professional development programs /|rAimee L. Whiteside --
|tBlending face-to-face and online instruction to disrupt
learning, inspire reflection, and create space for
innovation /|rAmy Garrett Dikkers, Aimee L. Whiteside, and
Somer Lewis --|tPersonalized learning to meet the needs of
diverse learners /|rSomar Lewis, Amy Garrett Dikkers, and
Aimee L. Whiteside --|tOvercoming isolation online:
Strategies to enhance social presence in practice /|rAimee
L. Whiteside, Amy Garrett Dikkers, and Somer Lewis --
|gPart Five: Concluding thoughts --|tFuture directions for
social presence: Shared metacognition, emerging
technologies, and the new educational ecosystem /|rJason
C. Vickers and Peter Shea --|tFuture of social presence:
Advancing research, uniting the perspectives, and allowing
for innovation in practice /|rAimee L. Whiteside, Karen
Swan, and Amy Garrett Dikkers.
520 Published in Association with The Online Learning
Consortium. Social presence continues to emerge as a key
factor for successful online and blended learning
experiences. It is commonly described as the degree to
which online participants feel connected to one another.
Understanding social presence with its critical
connections to community-building, retention, and learning
outcomes allows faculty and instructional designers to
better support and engage students. This volume, Social
Presence in Online Learning, addresses the evolution of
social presence with three distinct perspectives, outlines
the relevant research, and focuses on practical strategies
that can immediately impact the teaching and learning
experience. These strategies include creating connections
to build community, applying content to authentic
situations, integrating a careful mix of tools and media,
leveraging reflective and interactive opportunities,
providing early and continuous feedback, designing with
assessment in mind, and encouraging change in small
increments. Because student satisfaction and motivation
plays a key role in retention rates and because increased
social presence often leads to enriched learning
experiences, it is advantageous to mindfully integrate
social presence into learning environments. Social
Presence in Online Learning brings together eminent
scholars in the field to distinguish among three different
perspectives of social presence and to address how these
viewpoints immediately inform practice. This important
volume: " rovides an overview of the evolution of social
presence, key findings from social presence research, and
practical strategies that can improve the online and
blended learning experience" ifferentiates three distinct
perspectives on social presence and explains the ideas and
models that inform these perspectives" xplores specific
ways in which social presence relates to course
satisfaction, retention, and outcomes" ffers practical
implications and ready-to-use techniques that are
applicable to multiple disciplines" ntroduces current
research on social presence by prominent researchers in
the field with direct inferences to the practice of online
and blended learning " ooks at future directions for
social presenceSocial Presence in Online Learning is
appropriate for practitioners, researchers and academics
involved in any level of online learning program design,
course design, instruction, support, and leadership as
well as for graduate students studying educational
technology, technology-enhanced learning, and online and
blended learning. It brings together multiple perspectives
on social presence from the most influential scholars in
the field to help shape the future of online and blended
learning.
520 Described as the degree to which online participants feel
connected to one another, social presence is a key factor
for successful online and blended learning experiences.
This book presents key findings from the research on
social presence, with its critical connections to
community-building, retention, and learning outcomes, and
provides practical strategies to enable faculty and
instructional designers to better support and engage
students in online and blended learning sources. -- from
back cover.
588 0 Print version record.
590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic
Collection - North America
650 0 Web-based instruction|0https://id.loc.gov/authorities/
subjects/sh2003006114|xSocial aspects.|0https://id.loc.gov
/authorities/subjects/sh00002758
650 7 Web-based instruction.|2fast|0https://id.worldcat.org/fast
/1173272
650 7 Social aspects.|2fast|0https://id.worldcat.org/fast/
1354981
655 0 Electronic books.
655 4 Electronic books.
700 1 Whiteside, Aimee L.,|d1974-|0https://id.loc.gov/
authorities/names/n2017003160|eeditor.
700 1 Dikkers, Amy Garrett,|d1973-|0https://id.loc.gov/
authorities/names/n2017003167|eeditor.
700 1 Swan, Karen,|d1948-|0https://id.loc.gov/authorities/names/
n2017003168|eeditor.
776 08 |iPrint version:|tSocial presence in online learning.
|bFirst edition.|dSterling, Virginia : Stylus Publishing,
2017|z9781620365083|w(DLC) 2016055651|w(OCoLC)950951993
830 0 Online learning and distance education.|0https://
id.loc.gov/authorities/names/no2014028815
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
search.ebscohost.com/login.aspx?direct=true&scope=site&
db=nlebk&AN=1543411|zOnline ebook via EBSCO. Access
restricted to current Rider University students, faculty,
and staff.
856 42 |3Instructions for reading/downloading the EBSCO version
of this ebook|uhttp://guides.rider.edu/ebooks/ebsco
901 MARCIVE 20231220
948 |d20210519|cEBSCO|tEBSCOebooksacademic NEW April 9 4115
|lridw
994 92|bRID
