CoChat
Sign Up
Cited by 190

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

A model for social presence in online classrooms

Wei, Chun-Wang, Chen, Nian-Shing, Kinshuk·2012·Educational Technology Research and Development
DOI 10.1007/s11423-012-9234-9
Open this paper in CoChat — free account

Overview

Integrity signals

Registry

Crossref · 10.1007/s11423-012-9234-9

Cites

2 of 2 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 2 references

Research works printed but not linked: 44

  1. Allmendinger, K. (2010). Social presence in synchronous virtual learning situations: the role of nonverbal signals displayed by avatars. Educational Psychology Review, 22(1), 41–56. · DOI
  2. Arbaugh, J. B., & Benbunan-Fich, R. (2007). The importance of participant interaction in online environments. Decision Support Systems, 43(3), 853–865. · DOI
  3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice Hall.
  4. Beaudoin, M. F. (2002). Learning or lurking? Tracking the “invisible” online student. The Internet and Higher Education, 5(2), 147–155. · DOI
  5. Bente, G., Ruggenberg, S., Kramer, N. C., & Eschenburg, F. (2008). Avatar-mediated networking: increasing social presence and interpersonal trust in net-based collaborations. Human Communication Research, 34(2), 287–318. · DOI
  6. Biocca, F., Harms, C., Burgoon, J. K. (2003). Toward a more robust theory and measure of social presence: review and suggested criteria. Presence: Teleoperators and Virtual Environments, 12(5), 456–480. · DOI
  7. Bolliger, D. U. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61–67.
  8. Chang, H. H., & Wang, I. C. (2008). An investigation of user communication behavior in computer mediated environments. Computers in Human Behavior, 24(5), 2336–2356. · DOI
  9. Chen, G., & Chiu, M. M. (2008). Online discussion processes: effects of earlier messages’ evaluations, knowledge content, social cues and personal information on later messages. Computers and Education, 50(3), 678–692. · DOI
  10. Chen, N. S., Kinshuk, Wei, C. W., & Liu, C. C. (2011). Effects of matching teaching strategy to thinking style on learner’s quality of reflection in an online learning environment. Computers and Education, 56(1), 53–64. · DOI
  11. Chen, N. S., Kinshuk, Wei, C. W., & Yang, S. J. H. (2008). Designing a self-contained group area network for ubiquitous learning. Educational Technology and Society, 11(2), 16–26.
  12. Chen, N. S., Wei, C. W., Wu, K. T., & Uden, L. (2009). Effects of high level prompts and peer assessment on online learners’ reflection levels. Computers and Education, 52(2), 283–291. · DOI · Paper page
  13. Cho, Y. S., & Proctor, R. W. (2001). Effect of an initiating action on the up-right/down-left advantage for vertically arrayed stimuli and horizontally arrayed responses. Journal of Experimental Psychology: Human Perception and Performance, 27(2), 472–484. · DOI
  14. Chou, C. E., Peng, H. Y., & Chang, C. Y. (2010). The technical framework of interactive functions for course-management systems: students’ perceptions, uses, and evaluations. Computers and Education, 55(3), 1004–1017. · DOI
  15. Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. · DOI · Paper page
  16. Entwistle, N., & Waterston, S. (1988). Approaches to studying and levels of processing in university students. British Journal of Educational Psychology, 58(3), 258–265. · DOI
  17. Ferguson, R. (2010). Peer interaction: the experience of distance students at university level. Journal of Computer Assisted Learning, 26(6), 574–584. · DOI
  18. Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: algebra and statistics. Journal of Marketing Research, 18(3), 382–388. · DOI · Paper page
  19. Garrison, D. R., Anderson, T., & Archer, W. (2010a). The first decade of the community of inquiry framework: a retrospective. The Internet and Higher Education, 13(1–2), 5–9. · DOI
  20. Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010b). Exploring causal relationships among teaching, cognitive and social presence: student perceptions of the community of inquiry framework. Internet and Higher Education, 13(1–2), 31–36. · DOI
  21. Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11(3), 8–26. · DOI · Paper page
  22. Hair, J. F., Black, W. C., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate data analysis (6th ed.). Upper Saddle River: Prentice Hall.
  23. Jin, S. A. A. (2010). Parasocial interaction with an avatar in second life: a typology of the self and an empirical test of the mediating role of social presence. Presence-Teleoperators and Virtual Environments, 19(4), 331–340. · DOI
  24. Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education and Teaching International, 39(2), 153–162. · DOI
  25. Ke, F. F. (2010). Examining online teaching, cognitive, and social presence for adult students. Computers and Education, 55(2), 808–820. · DOI
  26. Kirschner, P., Strijbos, J., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47–66. · DOI
  27. Offir, B., & Lev, J. (2000). Constructing an aid for evaluating teacher-learner interaction in distance learning. Educational Media International, 37(2), 91–97. · DOI
  28. Offir, B., Lev, Y., & Bezalel, R. (2008). Surface and deep learning processes in distance education: synchronous versus asynchronous systems. Computers and Education, 51(3), 1172–1183. · DOI
  29. Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21(2), 173–184. · DOI · Paper page
  30. Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10(1), 77–88. · DOI
  31. Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley and Sons.
  32. Sternberg, R. J. (1997). Construct validation of a triangular love scale. European Journal of Social Psychology, 27(3), 313–335. · DOI
  33. Thurlow, C., Lengel, L. B., & Tomic, A. (2004). Computer mediated communication: Social interaction and the Internet. London: Sage.
  34. Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research and Development, 58(1), 19–37. · DOI
  35. Tu, C. H. (2000). On-line learning migration: from social learning theory to social presence theory in a CMC environment. Journal of Network and Computer Applications, 23(1), 27–37. · DOI
  36. Tu, C. H., & McIsaac, M. S. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131–150. · DOI · Paper page
  37. Tutty, J. I., & Klein, J. D. (2008). Computer-mediated instruction: a comparison of online and face-to-face collaboration. Educational Technology Research and Development, 56(2), 101–124. · DOI
  38. Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information and Management, 41(1), 75–86. · DOI
  39. Wei, C. W., Hung, I. C., Lee, L., & Chen, N. S. (2011). A joyful classroom learning system with robot learning companion for children to learn mathematics multiplication. The Turkish Online Journal of Education Technology, 10(2), 11–23.
  40. Weinel, M., Bannert, M., Zumbach, J., Hoppe, H. U., & Malzahn, N. (2011). A closer look on social presence as a causing factor in computer-mediated collaboration. Computers in Human Behavior, 27(1), 513–521. · DOI · Paper page
  41. Whipp, J. L., & Lorentz, R. A. (2009). Cognitive and social help giving in online teaching: an exploratory study. Educational Technology Research and Development, 57(2), 169–192. · DOI
  42. Yoon, S. W., & Johnson, S. D. (2008). Phases and patterns of group development in virtual learning teams. Educational Technology Research and Development, 56(5/6), 595–618. · DOI
  43. Zhang, Q., & Oetzel, J. G. (2006). Constructing and validating a teacher immediacy scale: a Chinese perspective. Communication Education, 55(2), 218–241. · DOI
  44. Zhao, S. Y. (2003). Toward a taxonomy of copresence. Presence-Teleoperators and Virtual Environments, 12(5), 445–455. · DOI

Cited by

Sorted by citations

Metadata

Authors
Wei, C.-W., Chen, N.-S., & Kinshuk
Venue
Educational Technology Research and Development
Publisher
Springer Science and Business Media LLC
Published
2012-02-21
Volume
60
Issue
3
Pages
529-545
ISSN
  • 1042-1629
  • 1556-6501
DOI
10.1007/s11423-012-9234-9
Cited by
190
References
2
Language
en
Licence
www.springer.com/tdm (tdm)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review