Semester

Spring

Date of Graduation

2011

Document Type

Dissertation

Degree Type

EdD

College

College of Education and Human Services

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Terence C Ahern

Abstract

This study investigated the effects of social presence on students' perceived learning and satisfaction in online courses. The participants for this study were 81 graduate students enrolled in four special education online courses offered at a major higher education institution located in a Mid-Atlantic state. Two research questions were used to conduct the research: 1. Can we predict in a statistically significant fashion using linear regression students' perceived learning in a course based on their perceived level of social presence and number of interactive elements in the course? 2. Can we predict in a statistically significant fashion using linear regression students' satisfaction in a course based on their perceived level of social presence and number of interactive elements in the course?;The results indicated that there positive correlation between perceived learning and the two independent variables (number of interactive elements and social presence). Social presence had a positive relationship with perceived learning. There was no statistically significant relationship between interactive elements and perceived learning. Results also showed that there was a positive correlation between satisfaction and the two independent variables (number of interactive elements and social presence). Social presence had a positive relationship satisfaction. There was no statistically significant relationship between interactive elements and satisfaction. The study demonstrated that interactive elements alone did not have an impact on students' perceived learning and satisfaction.

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