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Students' Perceptions of Teaching and Social Presence: A Comparative Analysis of Face-to-Face and Online Learning Environments

Students' Perceptions of Teaching and Social Presence: A Comparative Analysis of Face-to-Face and Online Learning Environments

James Bowers, Poonam Kumar
Copyright: © 2015 |Volume: 10 |Issue: 1 |Pages: 18
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781466675759|DOI: 10.4018/ijwltt.2015010103
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MLA

Bowers, James, and Poonam Kumar. "Students' Perceptions of Teaching and Social Presence: A Comparative Analysis of Face-to-Face and Online Learning Environments." IJWLTT vol.10, no.1 2015: pp.27-44. http://doi.org/10.4018/ijwltt.2015010103

APA

Bowers, J. & Kumar, P. (2015). Students' Perceptions of Teaching and Social Presence: A Comparative Analysis of Face-to-Face and Online Learning Environments. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1), 27-44. http://doi.org/10.4018/ijwltt.2015010103

Chicago

Bowers, James, and Poonam Kumar. "Students' Perceptions of Teaching and Social Presence: A Comparative Analysis of Face-to-Face and Online Learning Environments," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 10, no.1: 27-44. http://doi.org/10.4018/ijwltt.2015010103

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Abstract

Online learning has grown dramatically over the past few years and has become an integral part of most of the higher education institutions' overall strategy. While this explosive growth has created exciting opportunities for both institutions and students, high dropout rates in online learning environments continues to be a major concern for all institutions. Research has identified lack of social and teacher presence in online courses as major factors leading to student attrition. While it is easy to establish these presences in traditional classrooms, developing them in an online environment could be challenging due to absence of any face-to-face contact. The purpose of this preliminary study is to compare students' perceptions of social and teacher presences in online and traditional classroom. Thirty-four students enrolled in an online section and 29 students enrolled in a face-to-face section of an undergraduate course participated in the study. The results indicate that students' perceived stronger teacher and social presences in the online section compared to the face-to-face section. Implications of these results for practice and research are discussed.

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