Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors

  • Authors:

  • Hyo-Jeong So;Thomas A. Brush

  • Affiliations:

  • National Institute of Education, Nanyang Technological University, Learning Sciences and Technologies, 1 Nanyang Walk, Singapore 637616, Singapore;Indiana University, Instructional Systems Technology, Bloomington, Indiana, USA

  • Venue:
  • Computers & Education
  • Year:
  • 2008

Quantified Score

Hi-index 0.00

Visualization

Abstract

The purpose of this study was to examine the relationships of the students' perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of a comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion.