Application of social presence principles to CSCL design for quality interactions

Masanori Yamada, Yoshiko Goda

研究成果: Chapter in Book/Report/Conference proceedingChapter

11 引用 (Scopus)

抜粋

Social presence is a key approach to activating interactions in Computer-Supported Collaborative Learning (CSCL), but its approaches, definitions, and evaluations have not been coherently presented in previous research. This chapter provides practical suggestions and implications regarding CSCL to help motivate social interactions among students and ensure effective and attractive learning. Three major approaches and focuses are discussed first: features of communication media (e.g., Short, et al., 1976); interaction and the learner's perception of interaction (e.g., Gunawardena & Zittle, 1997; Tu & McIssac, 2002); and learner's ability (e.g., Garrison, et al., 2000; Garrison & Anderson, 2003). Integration and refinement of the central concepts are then illustrated. Conditions to establish social presence are introduced, using three steps for both individuals and groups: expression, perception, and recognition, which are all applicable to CSCL design. Media features are also explored as determinant factors when promoting social presence in a learning community.

元の言語英語
ホスト出版物のタイトルEducational Stages and Interactive Learning
ホスト出版物のサブタイトルFrom Kindergarten to Workplace Training
出版者IGI Global
ページ31-48
ページ数18
ISBN(印刷物)9781466601376
DOI
出版物ステータス出版済み - 12 1 2012
外部発表Yes

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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  • これを引用

    Yamada, M., & Goda, Y. (2012). Application of social presence principles to CSCL design for quality interactions. : Educational Stages and Interactive Learning: From Kindergarten to Workplace Training (pp. 31-48). IGI Global. https://doi.org/10.4018/978-1-4666-0137-6.ch003