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Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors

机译：在混合学习环境中，学生对协作学习，社交存在和满意度的看法：关系和关键因素

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The purpose of this study was to examine the relationships of the students' perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of a comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion.
机译：这项研究的目的是检验在混合学习环境中学生的协作学习水平，社会存在感和总体满意度之间的关系。这项研究研究了这三个变量之间的关系，并确定了与它们相关的关键因素。参加者是48名研究生，他们参加了健康教育的混合形式课程，并参与了与制定全面的HIV / AIDS预防计划有关的合作小组项目。数据来自“学生知觉问卷”和面对面访谈。定量数据的分析表明，学生对协作学习的看法与社交存在和满意度的看法在统计上呈正相关。这意味着，感知高协作学习水平的学生比那些感知低协作学习水平的学生对远程课程更满意。同样，对协作学习有较高认识的学生也感觉到较高的社会存在感。出人意料的是，社会存在感与总体满意度之间的关系是积极的，但没有统计学意义。访谈数据显示，（a）课程结构，（b）情感支持和（c）交流媒体是与学生对协作学习，社交存在和满意度的看法相关的关键因素。结论中讨论了有关发现和对教学设计的影响的解释。

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