CIDER makes use of cookies. By continuing, you consent to this use. More information.
Social Affordances, Social Presence and Sociable Online Learning Environments: A Study of the SIPS Model in Action
November 7, 2018
Joshua Weidlich, FernUniversität, Hagen, Germany
Students in distance education often study under conditions of relative social isolation. This is also reflected in online learning environments that are not sociable but aloof. This session will first introduce the SIPS model and then report on a field-setting quasi-experiment conducted at FernUniversität in Hagen, Germany. It will describe an "ecological" approach to designing sociable online learning environments and fostering socio-emotional variables such as social presence, and discuss the concept of social affordances and sociability as proposed by the SIPS model.

The results of the study are promising in that they show support for this approach to making learning environments more sociable, as well as effects on social presence, satisfaction, and other variables. These findings will be discussed in terms of their relevance for future research as well as their applicability for practitioners.
Keywords: social presence, emotion, learning ecology
Video recording
Slides
RELATED INFORMATION
Designing sociable online learning environments and enhancing social presence: An affordance enrichment approach [Computers & Education]
SIMILAR SESSIONS

Social Presence
Lowenthal, Patrick; Cleveland-Innes, Martha; Swan, Karen; Richardson, Jennifer
Patrick Lowenthal, Marti Cleveland-Innes, Karen Swan and Jennifer Richardson review and debate social presence in a community of inquiry.
Match: social presence

Changes in Educators' Digital Literacies and Perceptions of Community of Inquiry Resulting from Participation in an Open Online Professional Development Course
Kvarnström, Maria; Åbjörnsson, Lotta; Uhlin, Lars; Pareigis, Jörg; et al.
Open Networked Learning (ONL) is a professional development opportunity related to digital competences and online community building. The primary target group is open learners and university teachers, educational ...
Match: Germany

Social Presence in Online Learning: A Scoping Study
Mykota, David
This presentation reports the findings of a scoping review of the construct social presence. The methodology follows the design for scoping reviews as advocated by Arksey and O'Malley (2005).\n\nA scoping study is ...
Match: social presence

Social Presence in Two Massive Open Online Courses: Results from a Doctoral Study
Stranach, Matthew
In this session, the author will share research from his 2017 doctoral study on social presence in two MOOCs. The purpose of this study was to explore the role social presence plays within two Massive Open Online ...
Match: social presence

Graduate Student Panel: The CoI Framework
Vladimirschi, Viviane; Rabak, Lynne; Befus, Madelaine; Cleveland-Innes, Martha
Graduate students discuss their research related to the CoI framework.
Match: emotion

Community of Inquiry Framework: Validation and Instrument Development
Arbaugh, J. Ben; Cleveland-Innes, Martha; Diaz, Sebastian; Garrison, D. Randy; et al.
Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer’s (2000) Community of Inquiry (CoI) framework has generated substantial interest among online learning researchers. This ...
Match: social presence

Emotional Presence Indicators in an Online Community of Inquiry: A Scoping Review and Delphi Study of Student and Facilitator Experience
Dell, Debra
Presence in an online Community of Inquiry is multifaceted, involving conditions that emanate from both the facilitator and the members of the learning community (Cleveland-Innes & Campbell, 2012; Garrison, 2017; ...
Match: emotion