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Technology Readiness and Social Presence in Online Higher Education

Technology Readiness and Social Presence in Online Higher Education

David R. Abraham
Copyright: © 2015 |Pages: 36
ISBN13: 9781466664616|ISBN10: 1466664614|EISBN13: 9781466664623
DOI: 10.4018/978-1-4666-6461-6.ch013
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MLA

Abraham, David R. "Technology Readiness and Social Presence in Online Higher Education." Student-Teacher Interaction in Online Learning Environments, edited by Robert D. Wright, IGI Global, 2015, pp. 266-301. https://doi.org/10.4018/978-1-4666-6461-6.ch013

APA

Abraham, D. R. (2015). Technology Readiness and Social Presence in Online Higher Education. In R. Wright (Ed.), Student-Teacher Interaction in Online Learning Environments (pp. 266-301). IGI Global. https://doi.org/10.4018/978-1-4666-6461-6.ch013

Chicago

Abraham, David R. "Technology Readiness and Social Presence in Online Higher Education." In Student-Teacher Interaction in Online Learning Environments, edited by Robert D. Wright, 266-301. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6461-6.ch013

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Abstract

With the proliferation of technology-dependent social media, electronic connections between individuals and between groups are numerous. While technology facilitates these connections, researchers have not established the extent to which technology assures social connectedness within a community of inquiry in terms of student-teacher interaction. Given that social presence is a measure of the student-student and student-teacher interaction, measuring its perception by students within the framework of their familiarity with technology could determine its relationship to technology. Using the sub-constructs of social presence: affective expression, open communication, and group cohesion, and the technology readiness index, a regression analysis of a survey of 88 online higher education students found technology optimism, a sub-construct of technology readiness, significantly predicted social presence. The result implies that taking a learner's attitude toward technology into consideration could help educational administrators provide a more meaningful and effective educational experience for learners within a community of inquiry.

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