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Harnessing the Potential of Cooperative Interaction: Building Social & Physical Presence during Online Learning

Harnessing the Potential of Cooperative Interaction: Building Social & Physical Presence during Online Learning

Caroline L. Hilk, Michael C. Mensink
Copyright: © 2011 |Pages: 16
ISBN13: 9781616928544|ISBN10: 1616928549|EISBN13: 9781616928568
DOI: 10.4018/978-1-61692-854-4.ch009
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MLA

Hilk, Caroline L., and Michael C. Mensink. "Harnessing the Potential of Cooperative Interaction: Building Social & Physical Presence during Online Learning." Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends In Education, edited by Steven D'Agustino, IGI Global, 2011, pp. 131-146. https://doi.org/10.4018/978-1-61692-854-4.ch009

APA

Hilk, C. L. & Mensink, M. C. (2011). Harnessing the Potential of Cooperative Interaction: Building Social & Physical Presence during Online Learning. In S. D'Agustino (Ed.), Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends In Education (pp. 131-146). IGI Global. https://doi.org/10.4018/978-1-61692-854-4.ch009

Chicago

Hilk, Caroline L., and Michael C. Mensink. "Harnessing the Potential of Cooperative Interaction: Building Social & Physical Presence during Online Learning." In Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends In Education, edited by Steven D'Agustino, 131-146. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-854-4.ch009

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Abstract

As educators make greater use of online learning environments and virtual communities, increased attention is being paid to the aspects of computer-mediated communication which facilitate constructive interaction between learners. The benefits of face-to-face cooperative learning are being pursued in the evolving computer-supported collaborative learning (CSCL) environment. The success of computer-supported collaborative learning is influenced by the amount and quality of social and physical presence available in the online environment. This chapter offers several best practices for enhancing learners’ perceptions of social and physical presence within the digital realm, and it suggests future avenues of research which may lead to further improvements in the instructional potential of online learning environments.

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