Fatty Acid Metabolism Wolfgang Bayer, Ph.D. AK World Congress, May 2006,Vienna.
Eden 2006 Vienna
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Transcript of Eden 2006 Vienna
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Networking or Notworking?Building Social Presence into Digital Learning Environments
Steve WheelerUniversity of PlymouthUnited Kingdom
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Building Social Presence
Up to 50% of students drop out of distance
courses before Completion
(Moore & Kearsley, 1996)
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Building Social Presence
High attrition rates are often blamed on loss of
student motivation, social isolation or
technical problems
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Building Social Presence
The most successful DEcourses are those in
which social interactionis a dominant or pervasive feature
(Muilenberg & Berge, 2005)
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Building Social Presence
Social presence is an important feature of any
successful learning activity within a digital learning environment
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Social presence is the perception that one is
communicating with people rather than with
inanimate objects
(Short et al, 1976)
Building Social Presence
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Without a perception of connectedness students
can feel isolated and demotivated
Building Social Presence
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Perception of distance should be seen as psychological not
physical
Moore (1993)
Building Social Presence
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Tutors should aim to provide an online equivalency to f2f
experiences
(Simonson, 1999)
Building Social Presence
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Perceptions of distance can be
amplified or reduced through technology
Building Social Presence
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Building Social Presence
SocialPresence
Autonomy
Surface
Tenacity
.12
-.30*
-.65*
.02
.82
1.32*
Face to Face Model
n = 305
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Building Social Presence
SocialPresence
Autonomy
Surface
Tenacity
.11
-.84*
-.15
.73*
1.75
.48
Telephone Model
n = 51
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Building Social Presence
SocialPresence
Autonomy
Surface
Tenacity
.66*
-.05
-.27*
-1.94
.50
.40
E-Mail Model
n = 51
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Recommendations
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Integration of technologies for
mobile learning in a seamless and
‘transparent’ way
Recommendations
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Convergence of 3 Technologies
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Provide ‘humanising’ aspects of online learning such as
recognisable human contacts
(e.g. webcasting)
Recommendations
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Webcasting
• Live or recorded lectures
• Accompanying media (e.g. PowerPoint; DVD)
• Text based interaction
• Video on demand
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Tutors should respond as quickly as possible to questions from remote learners
Recommendations
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Students should be encouraged to take
part in collaboration online: (e.g. group
problem solving; wikis, threaded
discussion)
Recommendations
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Students need a social space - a facility that
should be built into any managed learning
environment
Recommendations
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Tutors should recognise differences in study
approaches and cater for as many as possible within the design of courseware,
guidance and tutorial support
Recommendations
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Actively encourage students to participate
in regular group postings, and even to
moderate the discussions
Recommendations
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Thank you for listening
Steve WheelerSenior Lecturer in ICT and Education
[email protected]/distancelearning