The paper describes the research design and main findings of a study whose objective was to examine the relationships between perceived collaborative learning, social presence and student satisfaction in blended courses at one campus belonging to a US community college system. Based on a Social Cognitive Framework for Blended Learning, a quantitative correlational design was employed and data was collected using a Collaborative Learning, Social Presence, and Satisfaction Questionnaire. The study found that there is a relationship between the constructs of perceived collaboration, perceived social presence, and self-reported student satisfaction in blended learning courses.
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