東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examining presence as an influence o...

Smith, Scott A.

Linked to FindBook

Google Book

Amazon

博客來

Examining presence as an influence on learning engagement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining presence as an influence on learning engagement./
Author:	Smith, Scott A.
Description:	207 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3643174
ISBN:	9781321304701

Examining presence as an influence on learning engagement.
Smith, Scott A.

Examining presence as an influence on learning engagement. - 207 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2014.

This item must not be sold to any third party vendors.

The sense of presence---a feeling of engagement with a mediated or artificial experience that so closely mirrors the experience of its natural, unmediated analogue that the perceived difference becomes blurred or lost completely (Lee, 2004)---has been extensively studied in fields such as computer science and telecommunications, but rarely in an education context. The present study sought to examine the influence of presence on learning engagement, using mixed methods to assess both constructs among master's degree students in both online and on-campus class settings. A self-report instrument that combined an established learning engagement measure with an established presence measure was distributed to participants (n = 148; online n = 102, on campus n = 46). Multiple regression and structural equation modeling (SEM) indicate that presence is a significant predictor of learning engagement (with 42% of the variance explained). Analysis also indicates that the location itself (online vs. on-campus) does not significantly influence presence. By making a meaningful change in each environment, however, the present study found that the text chat element in a real-time online learning environment makes a significant positive contribution to presence. SEM analysis of the data produced two models explaining the relationship between the sense of presence, learning engagement, and the significant components of each. Mental immersion, active interpersonal social presence, and richness emerged as key component factors of presence. The results support strategic application of presence concepts in online and on-campus class environments, and suggest further study among different populations, in additional environments, and in more complex structural contexts, as well as further exploration of the role of text chat and other online classroom design elements.

ISBN: 9781321304701Subjects--Topical Terms:

517650
Educational psychology.

Examining presence as an influence on learning engagement.
LDR:02834nmm a2200301 4500 001 2062643
005 20151027073521.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321304701
035 $a (MiAaPQ)AAI3643174
035 $a AAI3643174
040 $a MiAaPQ $c MiAaPQ
100 1 $a Smith, Scott A. $3 3177046
245 1 0 $a Examining presence as an influence on learning engagement.
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: Patricia E. Tobey.
502 $a Thesis (Ed.D.)--University of Southern California, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The sense of presence---a feeling of engagement with a mediated or artificial experience that so closely mirrors the experience of its natural, unmediated analogue that the perceived difference becomes blurred or lost completely (Lee, 2004)---has been extensively studied in fields such as computer science and telecommunications, but rarely in an education context. The present study sought to examine the influence of presence on learning engagement, using mixed methods to assess both constructs among master's degree students in both online and on-campus class settings. A self-report instrument that combined an established learning engagement measure with an established presence measure was distributed to participants (n = 148; online n = 102, on campus n = 46). Multiple regression and structural equation modeling (SEM) indicate that presence is a significant predictor of learning engagement (with 42% of the variance explained). Analysis also indicates that the location itself (online vs. on-campus) does not significantly influence presence. By making a meaningful change in each environment, however, the present study found that the text chat element in a real-time online learning environment makes a significant positive contribution to presence. SEM analysis of the data produced two models explaining the relationship between the sense of presence, learning engagement, and the significant components of each. Mental immersion, active interpersonal social presence, and richness emerged as key component factors of presence. The results support strategic application of presence concepts in online and on-campus class environments, and suggest further study among different populations, in additional environments, and in more complex structural contexts, as well as further exploration of the role of text chat and other online classroom design elements.
590 $a School code: 0208.
650 4 $a Educational psychology. $3 517650
650 4 $a Educational technology. $3 517670
650 4 $a Pedagogy. $3 2122828
690 $a 0525
690 $a 0710
690 $a 0456
710 2 $a University of Southern California. $b Education. $3 1024119
773 0 $t Dissertation Abstracts International $g 76-03A(E).
790 $a 0208
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3643174