Elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
Published in Chapter:
Toward An Effective Virtual Learning Environment: From a Social Presence Perspective
Marie A. Valentin (Texas A&M University, USA), Helen M. Muyia (Texas A&M University, USA), Junhee Kim (Texas A&M University, USA), and Celestino Valentin (Texas A&M University, USA)
Copyright: © 2015
|Pages: 19
DOI: 10.4018/978-1-4666-8170-5.ch015
Abstract
In this chapter, the authors present an Effective Virtual Learning Model and answer the research questions, What is the perception of social presence on virtual learning? What role does social presence play in student engagement in virtual learning? and, What are the social presence factors influencing the effective learning environment? The method used to answer the pending research questions was the integrative literature review utilizing a six-step format. Authors conducted a literature review search utilizing the descriptors of virtual learning and social presence. From there articles were identified, selected, and synthesized according to the research questions. This research was informed by the Community of Inquiry Framework as the theoretical foundation from which the results were concluded. Based on results of emerging themes, the authors present the Effective Virtual Learning Model as a foundational basis for theory, research, and more importantly, practice.