445
Views
4
CrossRef citations to date
0
Altmetric
Articles

Predictors of Perceived Learning in a Distance Learning Environment from the Perspective of SIPS Model

ORCID Icon

References

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları: Sık kullanılan istatiksel analizler ve açıklamalı SPSS çözümleri. İstanbul: İdeal Kültür Yayıncılık.
  • Akcaoglu, M., & Lee, E. (2016). Increasing social presence in online learning through small group discussions. The International Review of Research in Open and Distributed Learning, 17(3), 1–17. doi:10.19173/irrodl.v17i3.2293
  • Alavifar, A., Karimimalayer, M., & Anuar, M. K. (2012). Structural equation modeling vs multiple regression. Engineering Science and Technology: An International Journal, 2(2), 326–329.
  • Albayrak, E., Güngören, Ö. C., & Horzum, M. B. (2014). Algılanan öğrenme ölçeğinin Türkçeye uyarlaması. Ondokuz Mayis Üniversitesi Egitim Fakültesi Dergisi, 33(1), 1–14.
  • Allen, D. M. (1974). The relationship between variable selection and data augmentation and a method for prediction. Technometrics, 16(1), 125–127. doi:10.1080/00401706.1974.10489157
  • Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Boston: Sloan Consortium.
  • Bandura, A. (1976). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
  • Barab, A. S., MaKinster, J. G., Moore, J. A., & Cunningham, D. J. (2001). Designing and building an online community: The struggle to support sociability in the inquiry learning forum. Educational Technology Research & Development, 49(4), 71–96. doi:10.1007/BF02504948
  • Bardakcı, S. (2010). The validity and reliability study of the scale of the perceived sociability of online learning environments. Egitim Bilimleri Fakultesi Dergisi, 43(1), 17–39. doi:10.1501/Egifak_0000001189
  • Bardakcı, S., & Çalışkan, E. (2012). Sosyal etkileşim alanı ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Egitim Fakültesi Dergisi, 42(42), 84–95.
  • Batista, I. V. C., & Cornachione, E. B. (2005). Learning styles influences on satisfaction and perceived learning: Analysis of an online business game. Developments in Business Simulation and Experiential Learning, 32, 22–30.
  • Blunch, N. J. (2008). Introduction to structural equation modelling: Using SPSS and AMOS. Los Angeles, CA: Sage Publications.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri (15th ed.). Ankara, Turkey: Pegem Akademi.
  • 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:10.1016/j.chb.2008.01.001
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları (2nd ed.). Ankara, Turkey: Pegem Akademi Yayıncılık.
  • Doğan, N., & Özdamar, K. (2003). CHAİD analizi ve aile planlaması ile ilgili bir uygulama. Türkiye Klinikleri Journal of Medical Sciences, 23(5), 392–397.
  • Donath, J. S. (1996). Inhabiting the virtual city: The design of social environments for electronic communities. Unpublished doctoral dissertation, Massachusetts Institute of Technology. Retrieved from https://www.researchgate.net/publication/2785508_Inhabiting_the_Virtual_City_The_design_of_social_environments_for_electronic_communities
  • 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:10.1111/bjep.1988.58.issue-3
  • Falk, R. F., & Miller, N. B. (1992). A primer for soft modeling. Akron, OH: University of Akron Press.
  • Farnham, S., Zaner, M., & Cheng, L. (2001). Supporting sociability in a shared browser. Paper presented at the Interact Conference, Tokyo, Japan.
  • Field, A. (2009). Discovering statistics using IBM SPSS statistics (3rd ed.). Los Angeles: Sage Publication.
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with un- observable variables and measurement error. Journal of Marketing Research, 1(18), 39–50. doi:10.1177/002224378101800104
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  • Fredericksen, E., Pickett, A., & Shea, P. (2006). Student satisfaction and perceived learning with on-line courses: Principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, 4(2), 2–31.
  • Gallacher, J., Crossan, B., Field, J., & Merrill, B. (2002). Learning careers and the social space: Exploring the fragile identities of adult returners in the new further education. International Journal of Lifelong Education, 21(6), 493–509. doi:10.1080/0260137022000016172
  • Galusha, J. M. (1998). Barriers to learning in distance education. Distance Learning Barriers, 5(3), 1–22.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. doi:10.1016/S1096-7516(00)00016-6
  • Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1–2), 5–9. doi:10.1016/j.iheduc.2009.10.003
  • Garwin, D. A. (1993). Building a learning organization. Harvard Business Review, 71(4), 73–91.
  • Gülbahar, Y. (2012). E-öğrenme. Ankara, Turkey: Pegem Akademi Yayıncılık.
  • 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:10.1080/08923649709526970
  • Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Thousand Oaks, CA: Sage.
  • Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320. doi:10.1016/0147-1767(86)90015-5
  • Hoyle, R. H. (1995). Structural equation modeling: Concepts, issues, and applications. London, UK: Sage Publications.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118
  • Huang, N., Hong, Y., & Burtch, G. (2017). Social network integration and user content generation: Evidence from natural experiments. MIS Quarterly, 41(4), 1035–1058. doi:10.25300/MISQ
  • 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:10.1162/PRES_a_00001
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago, IL: Scientific Software International.
  • Kang, M., Choi, H., & Park, S. (2007). Construction and validation of a social presence scale for measuring online learners’ involvement. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1829–1833). Chesapeake, VA: AACE.
  • Ke, F. F. (2010). Examining online teaching, cognitive, and social presence for adult students. Computers and Education, 55(2), 808–820. doi:10.1016/j.compedu.2010.03.013
  • Kear, K. (2010, May). Social presence in online learning communities. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. Mc-Connell, & T. Ryberg (Eds.), Proceedings of the 7th international conference on networked learning. (pp. 1–8). Aalborg, Denmark: Aalborg University.
  • Kenny, D. A. (2010). Measuring model fit. Retrieved from http://davidakenny.net/cm/fit.htm
  • Kilmen, S., & Kösterelioğlu, I. (2017). Examination of teachers’ perceptions towards alternative assessment approaches with CHAİD analysis. Elementary Education Online, 16(1), 256–273.
  • Kim, H. Y. (2013). Statistical notes for clinical researchers: Assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 38(1), 52–54. doi:10.5395/rde.2013.38.1.52
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford Publications.
  • Kreijns, K. (2004). Sociable CSCL environments social affordances, sociability, and social presence. Maastricht, The Netherlands: Datawyse boek-en Grafische Producties. Retrieved from http://dspace.ou.nl/bitstream/1820/1030/1/Dissertation%20Kreijns%202004.pdf
  • Kreijns, K., Kirschner, P. A., Jochems, W., & VanBuuren, H. (2004). Measuring perceived quality of social space in distributed learning groups. Computers in Human Behavior, 20(5), 607–632. doi:10.1016/j.chb.2003.11.002
  • Kreijns, K., Kirschner, P. A., Jochems, W., & VanBuuren, H. (2007). Measuring perceived sociability of computer- supported collaborative learning environments. Computers & Education, 49, 176–192. doi:10.1016/j.compedu.2005.05.004
  • Kreijns, K., Kirschner, P. A., & Vermeulen, M. (2013). Social aspects of CSCL environments: A research framework. Educational Psychologist, 48(4), 229–242. doi:10.1080/00461520.2012.750225
  • Kuo, L., & Mallick, B. (1998). Variable selection for regression models. Sankhya: the Indian Journal of Statistics, 60(B), 65–81.
  • Lankton, N. K., McKnight, D. H., & Tripp, J. (2015). Technology, humanness, and trust: Rethinking trust in technology. Journal of the AIS, 16(10), Article 1.
  • MacCallum, R., Roznowski, M., & Necowitz, L. (1992). Model modifications in covariance structure analysis: The problem of capitalization on chance. Psychological Bulletin, 111(3), 490–504. doi:10.1037/0033-2909.111.3.490
  • McCarty, J. A., & Hastak, M. (2007). Segmentation approaches in data-mining: A comparison of RFM, CHAID, and logistic regression. Journal of Business Research, 60(6), 656–662. doi:10.1016/j.jbusres.2006.06.015
  • Musil, C. M., Jones, S. L., & Warner, C. D. (1998). Structural equation modeling and its relationship to multiple regression and factor analysis. Research in Nursing & Health, 21(3), 271–281. doi:10.1002/(ISSN)1098-240X
  • 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:10.1016/j.compedu.2007.10.009
  • Olpak, Y. Z., & Kılıç Çakmak, E. (2009). E-öğrenme ortamları için sosyal bulunuşluk ölçeğinin uyarlama çalışması. Yüzüncü Yil Üniversitesi Egitim Fakültesi Dergisi, 6(1), 142–160.
  • Ou, C. X., Pavlou, P. A., & Davison, R. M. (2014). Swift guanxi in online marketplaces: The role of computer‐mediated communication technologies. MIS Quarterly, 38(1), 209–230. doi:10.25300/MISQ
  • Pallant, J. (2011). Survival manual. A step by step guide to data analysis using SPSS. NY: Open University Press.
  • Pearson, E. S., & Hartley, H. (1958). 0. Biometrika Tables for Statisticians, 2, 46–52.
  • Poquet, O., Kovanovic, V., de Vries, P., Hennis, T., Joksimovic, S., Gasevic, D., & Dawson, S. (2018). Social presence in massive open online courses. International Review of Research in Open and Distributed Learning, 19(3), 42–68. doi:10.19173/irrodl.v19i3.3370
  • Preece, J. (2003). Tacit knowledge and social capital: Supporting sociability in online communities of practice. In Proceedings of I-KNOW’03, 3rd International Conference on Knowledge management. In K. Tochtermenn & H. Maurer (Eds.), (pp. 72–78). Graz, Austria.
  • Preece, J. (2007). Sociability and usability in online spaces. In Luncheon Keynote (Eds.), Paper presented at The 2007 International Symposium on Colloborative Technologies and Systems (CTS’07), Orlando, Florida, USA.
  • Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. JALN, 7(1), 68–88.
  • Rienties, B., & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior, 60, 333–341. doi:10.1016/j.chb.2016.02.074
  • Ritzer, G. (2010). Sociological theory (8th ed.). New York, NY: McGraw Hill.
  • Rovai, A. P., Wighting, M. J., Baker, J. D., & Grooms, L. D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual higher education classroom settings. Internet and Higher Education, 121(1), 7–13. doi:10.1016/j.iheduc.2008.10.002
  • Schultze, U., & Brooks, J. A. M. (2018). An interactional view of social presence: Making the virtual other “real”. Information Systems Journal, 29, 707–737. doi:10.1111/isj.12230
  • Schunk, D. H. (2004). Learning theories: An educational perspective. Upper Saddle River, NJ: Pearson.
  • Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London, UK: John Wiley and Sons.
  • Smith, J. A. B. (2006). The effect of social presence on teacher technology acceptance, continuance intention, and performance in an online teacher professional development course. Unpublished doctoral dissertation, University of Central Florida, Orlando, FL.
  • Snyder, T. D., Dillow, S. A., & Hoffman, C. M. (2009). Digest of education statistics 2008. Washington, DC: National Center for Education Statistics.
  • Song, H., Kim, J., & Park, N. (2019). I know my professor: Teacher self-disclosure in online education and a mediating role of social presence. International Journal of Human–Computer Interaction, 35(6), 448–455. doi:10.1080/10447318.2018.1455126
  • Statistics solutions. (2019). Advantages of SEM over regression. Retrieved from https://www.statisticssolutions.com/advantages-of-sem-over-regression/at
  • Stein, D., & Wheaton, J. (2002). Online learning communities and higher education: Factors supporting collaborative knowledge-building (Research Center on Educational Technology).
  • Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306–331. doi:10.1080/0158791010220208
  • Swan, K., Shea, P., Fredericksen, E., Picket, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 389–413. doi:10.2190/W4G6-HY52-57P1-PPNE
  • Tabachnick, B. G., & Fidell, L. S. (1996). SPSS for Windows workbook to accompany large sample examples of using multivariate statistics. New Yok: HarperCollins College Publishers.
  • Tabachnick, B. G., & Fidell, L. S. (2012). Using multivariate statistics (6th ed.). London, UK: Pearson.
  • Tatlı, Z. (2018). Traditional and digital game preferences of children: A CHAID analysis on middle school students. Contemporary Educational Technology, 9(1), 90–110.
  • Thurlow, C., Lengel, L. B., & Tomic, A. (2004). Computer mediated communication: Social interaction and the internet. London, UK: Sage.
  • 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:10.1006/jnca.1999.0099
  • Tu, C. H. (2002). The measurement of social presence in an online learning environment. International Journal on E-Learning, 1(2), 34–45.
  • Tu, C. H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131–150. doi:10.1207/S15389286AJDE1603_2
  • Verduin, J. R., & Clark, T. A. (1991). Distance education: The foundations of effective practice. San Francisco, CA: Jossey-Bass.
  • Wei, C. W., Chen, N. S., & Kinshuk. (2012). A model for social presence in online classrooms. Education Technology Research, 60, 529–545. doi:10.1007/s11423-012-9234-9
  • Weidlich, J., & Bastiaens, T. J. (2017). Explaining social presence and the quality of online learning with the SIPS model. Computers in Human Behavior, 72, 479–487. doi:10.1016/j.chb.2017.03.016
  • 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:10.1016/j.chb.2010.09.020
  • Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). New York, NY: The Guilford Press.
  • 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:10.1007/s11423-008-9104-7
  • Whiteman, J. A. M. (2002). Interpersonal communication in computer mediated learning. Retrieved from https://files.eric.ed.gov/fulltext/ED465997.pdf
  • Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D., & Phillips, R. (2008). Web-based lecture technologies: Blurring the boundaries between face-to-face and distance learning. ALT-J, 16(2), 81–93. doi:10.3402/rlt.v16i2.10887
  • Yang, H. H. (2007). The effect of technology acceptance on undergraduate students’ usage of WebCT as a collaborative tool. Unpublished doctoral dissertation, University of Central Florida, Orlando. doi:10.1094/PDIS-91-4-0467B

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.