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首页> 外文期刊>Computers in Human Behavior >Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis
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Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis

机译：与在线环境中学生满意度和学习相关的社会存在：一项荟萃分析

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Social presence, the ability to perceive others in an online environment, has been shown to impact student motivation and participation, actual and perceived learning, course and instructor satisfaction, and retention in online courses; yet very few researchers have attempted to look across contexts, disciplinary areas, or measures of social presence. This meta-analysis allowed us to look across these variables of the primary studies and identify the pattern of student outcomes (e.g., perceived learning and satisfaction) in relation to social presence through scrutiny of differences between the studies. The results showed a moderately large positive average correlation between social presence and satisfaction (r = 0.56, k = 26) and social presence and perceived learning (r = 0.51, k = 26). Large variation among correlations (86.7% for satisfaction and 92.8% for perceived learning, respectively) also indicated systematic differences among these correlations due to online course settings. We found that (a) the strength of the relationship between social presence and satisfaction was moderated by the course length, discipline area, and scale used to measure social presence; and (b) the relationship between social presence and perceived learning was moderated by the course length, discipline area, and target audience of the course. Implications and future research are discussed. (C) 2017 Elsevier Ltd. All rights reserved.
机译：社会存在感，即在在线环境中感知他人的能力，已显示出会影响学生的动机和参与，实际和感知的学习，课程和教师的满意度以及在线课程的保留率；然而，很少有研究人员试图跨境，学科领域或衡量社会存在的尺度。这项荟萃分析使我们能够查看基础研究的这些变量，并通过仔细研究研究之间的差异来确定与社会存在相关的学生成果模式（例如，感知的学习和满意度）。结果显示，社会存在与满意度（r = 0.56，k = 26）与社会存在与感知学习（r = 0.51，k = 26）之间存在中等程度的正相关。相关性之间的较大差异（满意度分别为86.7％和感知学习的92.8％）还表明由于在线课程设置，这些相关性之间存在系统性差异。我们发现：（a）社会存在与满意度之间关系的强度受到课程长度，学科领域和用于衡量社会存在的规模的调节； （b）社会存在与认知学习之间的关系由课程长度，学科领域和课程的目标受众来调节。讨论了影响和未来的研究。 （C）2017 Elsevier Ltd.保留所有权利。

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