CoChat
Sign Up
Cited by 197

The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.

Investigating factors that influence social presence and learning outcomes in distance higher education

Kim, Jungjoo, Kwon, Yangyi, Cho, Daeyeon·2011·Computers & Education
DOI 10.1016/j.compedu.2011.02.005
Open this paper in CoChat — free account

Overview

Integrity signals

Registry

Crossref · 10.1016/j.compedu.2011.02.005

Cites

4 of 4 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

Research works printed but not linked: 59

  1. Aragon, 2003, Creating social presence in online environments, New Directions for Adult and Continuing Education, 100, 57, 10.1002/ace.119 · DOI
  2. Arbaugh, 2000, Virtual classroom characteristics and student satisfaction with internet-nased MBA courses, Journal of Management Education, 24, 32, 10.1177/105256290002400104 · DOI
  3. Arbaugh, 2005, Is there an optimal design for on-line MBA courses, Academy of Management Learning & Education, 4, 135, 10.5465/AMLE.2005.17268561 · DOI
  4. Bangert, 2004, The seven principles of good practice: a framework for evaluating on-line teaching, Internet and Higher Education, 7, 217, 10.1016/j.iheduc.2004.06.003 · DOI
  5. Barrett, 1999, Gender differences in an on-line learning environment, Journal of Computer Assisted Learning, 15, 48, 10.1046/j.1365-2729.1999.151075.x · DOI
  6. Biocca, F., Harms, C., & Gregg, J. (2001). The networked minds measure of social presence: pilot test of the factor structure and concurrent validity. Proceedings of the 4th annual international workshop on presence. Philadelphia.
  7. Bourne, 1997, Paradigms for online learning: a case study in the design and implementation of an asynchronous learning networks course, Journal of Asynchronous Learning Networks, 1, 1
  8. Brown, 2001, The process of community-building in distance learning classes, Journal of Asynchronous Learning Networks, 5, 18
  9. Chesebro, 2003, Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect, Communication Education, 52, 135, 10.1080/03634520302471 · DOI
  10. Cyr, 2007, The role of social presence in establishing loyalty in e-service environments, Interacting with Computers, 19, 43, 10.1016/j.intcom.2006.07.010 · DOI
  11. Delfino, 2007, The expression of social presence through the use of figurative language in a web-based learning environment, Computers in Human Behavior, 23, 2190, 10.1016/j.chb.2006.03.001 · DOI
  12. Dickey, 2004, The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment, Open Learning, 19, 279, 10.1080/0268051042000280138 · DOI · Paper page
  13. Doherty, 2006, An analysis of multiple factors affecting retention in web-based community college courses, Internet and Higher Education, 9, 245, 10.1016/j.iheduc.2006.08.004 · DOI · Paper page
  14. Eom, 2006, The determinants of students’ perceived learning outcomes and satisfaction in university online education: an empirical investigation, Decision Sciences Journal of Innovative Education, 4, 215, 10.1111/j.1540-4609.2006.00114.x · DOI · Paper page
  15. Garrison, 2004, Student role adjustment in online communities of inquiry: model and instrument validation, Journal of Asynchronous Learning Networks, 8, 61
  16. Garrison, 2010, Exploring causal relationships among teaching, cognitive and social presence: student perceptions of the community of inquiry framework, Internet and Higher Education, 12, 31, 10.1016/j.iheduc.2009.10.002 · DOI
  17. Ginns, 2009, Evaluating the quality of e-learning at the degree level in the student experience of blended learning, British Journal of Educational Technology, 40, 652, 10.1111/j.1467-8535.2008.00861.x · DOI
  18. Ginns, 2007, Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students, Studies in Higher Education, 32, 603, 10.1080/03075070701573773 · DOI
  19. Gorham, 1988, The relationship between verbal teacher immediacy behaviors and student learning, Communication Education, 37, 40, 10.1080/03634528809378702 · DOI
  20. Gunawardena, 1995, Social presence theory and implications for interaction and collaborative learning in computer conferences, International Journal of Educational Telecommunications, 1, 147
  21. Gunawardena, 1997, Social presence as a predictor of satisfaction within a computer-mediated conferencing environment, The American Journal of Distance Education, 11, 8, 10.1080/08923649709526970 · DOI · Paper page
  22. Hostetter, 2006, Measuring up online: the relationship between social presence and student learning satisfaction, Journal of Scholarship of Teaching and Learning, 6, 1
  23. Jiang, 2000, A study of factors influencing students’ perceived learning in a web-based course environment, International Journal of Educational Telecommunication, 6, 317
  24. Jolivette, 2006, Social presence and its relevancy to cognitive and affective learning in an asynchronous distance learning environment: a preliminary literature review, 533
  25. Kelly, 1988, Effects of immediacy on recall of information, Communication Education, 37, 198, 10.1080/03634528809378719 · DOI
  26. Kember, 1992, Student progress in distance education: identification of explanatory constructs, British Journal of Educational Psychology, 62, 285, 10.1111/j.2044-8279.1992.tb01023.x · DOI
  27. Kim, J. K. (2007). An empirical study of the influencing factors on e-learning success. Unpublished dissertation. Kwangwoon University.
  28. Kim, 2010, Developing an instrument to measure social presence in distance higher education, British Journal of Educational Technology
  29. Kim, 2007, A study on trust building model in online shopping mall, Korean Journal of Marketing Management, 12, 89
  30. Kim, 2008, Quality online teaching as perceived by adult learners, Andragogy Today, 11, 139
  31. Laffey, 2006, Assessing social ability in online learning environments, Journal of Interactive Learning Research, 17, 163
  32. Leh, 2001, Computer-mediated communication and social presence in a distance learning environment, International Journal of Educational Telecommunications, 7, 109
  33. Marks, 2005, A structural equation model of predictors for effective online learning, Journal of Management Education, 29, 531, 10.1177/1052562904271199 · DOI
  34. McCrosky, 1996, A multi-cultural examination of the relationship between nonverbal immediacy and affective learning, Communication Quarterly, 44, 297, 10.1080/01463379609370019 · DOI
  35. Mehrabian, 1969, Some referents and measures of nonverbal behavior, Behavior Research Methods and Instrumentations, 6, 203
  36. Muirhead, 2000, Enhancing social interaction in computer-mediated distance education, Educational Technology & Society, 3, 4
  37. Nachmias, 2002, A research framework for the study of a campus-wide web-based academic instructional project, The Internet and Higher Education, 5, 213, 10.1016/S1096-7516(02)00103-3 · DOI
  38. Perse, 1992, Predicting computer-mediated communication in a college class, Communication Research Reports, 9, 161, 10.1080/08824099209359908 · DOI
  39. Picciano, 2002, Beyond student perception: issues of interaction, presence and performance in an online course, Journal of Asynchronous Learning Networks, 6, 21
  40. Reio, T. G., & Crim, S. J. (2006). The emergence of social presence as an overlooked factor in asynchronous online learning. Paper presented at the academy of human resource development international conference (AHRD) (pp. 964–971). Columbus, Ohio.
  41. Richardson, 2003, Examining social presence in online courses in relation to students’ perceived learning and satisfaction, Journal of Asynchronous Learning Networks, 7, 68
  42. Richmond, 1987, The relationship between selected immediacy behaviors and cognitive learning, Vol. 10, 574
  43. Rourke, 2001, Assessing social presence in asynchronous text-based computer conferencing, Journal of Distance Education, 14, 50
  44. Rovai, 2003, In search of higher persistence rates in distance education online programs, The Internet and Higher Education, 6, 1, 10.1016/S1096-7516(02)00158-6 · DOI · Paper page
  45. Rovai, 2007, Facilitating online discussions effectively, Internet and Higher Education, 10, 77, 10.1016/j.iheduc.2006.10.001 · DOI
  46. Rovai, 2005, Gender differences in online learning: sense of community, perceived learning and interpersonal interactions, Quarterly Review of Distance Education, 6, 31
  47. Rovai, 2005, Feelings of alienation and community among higher education students in a virtual classroom, Internet and Higher Education, 8, 97, 10.1016/j.iheduc.2005.03.001 · DOI
  48. Russo, 2005, Learning with invisible others: perceptions of online presence and their relationship to cognitive and affective learning, Educational Technology & Society, 8, 54
  49. Shea, 2001, Measures of learning effectiveness in the SUNY learning network, Vol. 2, 31
  50. Shen, 2008, Exploring multidimensional conceptualization of social presence in the context of online communities, International Journal of Human Computer Interaction, 24, 722, 10.1080/10447310802335789 · DOI
  51. Simpson, 2004, The impact on retention of interventions to support distance learning students, Open Learning, 19, 79, 10.1080/0268051042000177863 · DOI
  52. So, 2008, Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: relationships and critical factors, Computers & Education, 51, 318, 10.1016/j.compedu.2007.05.009 · DOI · Paper page
  53. Stacey, 2002, Social presence online: networking learners at a distance, Education and Information Technologies, 7, 287, 10.1023/A:1020901202588 · DOI
  54. Sun, 2008, What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction, Computers & Education, 50, 1183, 10.1016/j.compedu.2006.11.007 · DOI · Paper page
  55. Tu, 2002, The relationship of social presence in an online learning environment, The Internet and Higher Education, 5, 293, 10.1016/S1096-7516(02)00134-3 · DOI
  56. Tu, 2002, The relationship of social presence and interaction in online classes, American Journal of Distance Education, 16, 131, 10.1207/S15389286AJDE1603_2 · DOI · Paper page
  57. Tung, 2006, Designing social presence in e-learning environments: testing the effect of interactivity on children, Interactive Learning Environments, 14, 251, 10.1080/10494820600924750 · DOI
  58. Wise, 2004, The effects of teacher social presence on student satisfaction, engagement, and learning, Journal of Educational Computing Research, 31, 247, 10.2190/V0LB-1M37-RNR8-Y2U1 · DOI
  59. Wu, 2004, Predicting learning from asynchronous online discussion, Journal of Asynchronous Learning Networks, 8, 139

Cited by

Sorted by citations

See all 197

Metadata

Authors
Kim, J., Kwon, Y., & Cho, D.
Venue
Computers & Education
Publisher
Elsevier BV
Published
2011-09
Volume
57
Issue
2
Pages
1512-1520
ISSN
0360-1315
DOI
10.1016/j.compedu.2011.02.005
Cited by
197
References
4
Language
en
Licence
www.elsevier.com/tdm/userlicense/1.0/ (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