International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289
Educational Policy Analysis and Strategic Research
International Association of Educators

Original article | Educational Policy Analysis and Strategic Research 2019, Vol. 14(4) 201-217

Social Presence Techniques and Strategies in a Blended Course: Student Satisfaction and Suggestions

Serkan İzmirli & Özden Şahin İzmirli

pp. 201 - 217   |  DOI: https://doi.org/10.29329/epasr.2019.220.12   |  Manu. Number: MANU-1912-04-0004.R1

Published online: December 29, 2019  |   Number of Views: 229  |  Number of Download: 986

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Abstract

The purpose of this study was to determine student satisfaction and suggestions for social presence techniques and strategies in a blended course. Phenomenological research design was used in the study. Participants of this study were 22 senior undergraduate students at a public university in Turkey. A blended course was offered to students, including both face-to-face and online elements. An online course, including techniques for establishing social presence, was designed and developed in the Moodle learning management system (LMS). Adobe Connect was used for online live lessons. Techniques and strategies used in the study included course orientation videos, audio-visual meetings, providing frequent and detailed feedback, limiting class size, using sense of humor, using emoticons, addressing students by name, sharing personal stories and experiences, expressing agreement or disagreement, asking questions and inviting responses, and giving greetings. Students attended the course, which lasted a term. After the course, a form with open-ended questions was administered to the 22 students. A focus group interview was then performed with seven student volunteers. In the analysis of this qualitative data, descriptive and content analysis techniques were used. According to the findings, students were highly satisfied with the course. Students had positive opinions for each online course design technique and participant strategy. They thought that “providing frequent and detailed feedback” and “asking questions and inviting responses” were the strategies that contributed most to establish social presence. Although knowing other students and the instructor from face-to-face class brought some disadvantages, it contributed to social presence in general and facilitated it in online class. Students offered new techniques and strategies to establish social presence. These were “presentation in online live class”, “using teaching methods and techniques that enable group work”, “conducting individual live meetings with students (guidance)”, “rewarding”, and “using 3D virtual environments in online live class”.

Keywords: Social presence, social presence techniques and strategies, satisfaction, blended course

How to Cite this Article?

APA 6th edition
Izmirli, S. & Izmirli, O.S. (2019). Social Presence Techniques and Strategies in a Blended Course: Student Satisfaction and Suggestions . Educational Policy Analysis and Strategic Research, 14(4), 201-217. doi: 10.29329/epasr.2019.220.12

Harvard
Izmirli, S. and Izmirli, O. (2019). Social Presence Techniques and Strategies in a Blended Course: Student Satisfaction and Suggestions . Educational Policy Analysis and Strategic Research, 14(4), pp. 201-217.

Chicago 16th edition
Izmirli, Serkan and Ozden Sahin Izmirli (2019). "Social Presence Techniques and Strategies in a Blended Course: Student Satisfaction and Suggestions ". Educational Policy Analysis and Strategic Research 14 (4):201-217. doi:10.29329/epasr.2019.220.12.
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