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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/10

Title: Social presence impacting cognitive learning of adults in distanced education (DE)
Authors: Lane, Carol-Ann
Supervisor(s): Jones, Tom (Centre for Distance Education, Athabasca University)
Examining Committee: Crawford, Gail (Centre for Distance Education, Athabasca University)
Cleveland-Innes, Marti (Centre for Distance Education, Athabasca University)
Hawranik, Pamela (Faculty of Graduate Studies, Athabasca University)
Degree: Master of Distance Education (MDE)
Department: Centre for Distance Education
Keywords: social presence
cognitive learning
deep meaningful learning
cognitive presence
distance education
community of inquiry
Issue Date: 9-May-2011
Abstract: This study examines evidence that supports the assertion of social presence (sp) theory impacting the community of inquiry for cognitive learning in distance education (DE). This study tested the validity of social presence assertions with respect to developing deep meaningful learning (dml) from the perspective of students engaged in distance education Master’s studies. This study employed a convenient sample of students enrolled at the graduate level; due to limited participation generalizations cannot be made to any population. The mixed method study involved both a quantitative online survey with 36 questions and qualitative follow-up telephone interviews conducted with 4 participants. A target population of 290 participants was obtained resulting in 25 returned surveys. Findings concluded no significant relationship exists between social presence and deep meaningful learning, cognitive learning and building a community of inquiry for deep meaningful learning. Findings strongly suggest social presence acts as a hindrance to deep meaningful learning. The results of the study justify further investigation and future studies are strongly recommended.
Graduation Date: Jun-2011
URI: http://hdl.handle.net/10791/10
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