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. / 2011-06
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEAU.91/10 |
| Date | 09 May 2011 |
| Creators | Lane, Carol-Ann |
| Contributors | Crawford, Gail (Centre for Distance Education), Cleveland-Innes, Marti (Centre for Distance Education), Hawranik, Pamela (Faculty of Graduate Studies), Jones, Tom (Centre for Distance Education) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Detected Language | English |
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