Students’ Perceptions of Social Presence in Blended Learning Courses in a Tanzanian Medical College

Mustapha Almasi,Chang Zhu

doi:10.3991/ijet.v13i09.8566

Abstract

Social presence in a blended learning involves construction of learning through student sharing, interaction and support thus improving students’ motivation, and learning. This study examines students’ perceptions of social presence (SP) in blended learning courses (BL) in a medical college in Tanzania. Three research questions are addressed: are there significant differences in the reported scores of social presences among students based on gender, age and year of study? How is social presence encouraged in the BL medical courses? How is social presence associated with students’ learning in the BL medical courses? Following a mixed method, Social Presence Scale and Focus Group Discussion were in data collection. BL in these courses included face-to- face lectures, student online and face-to-face group discussions, laboratory practices, team-based learning (TBL), and online exams. The study involved 144 medical students. Survey results showed no significant differences in the reported scores of social presences based on their characteristics. However, affective expression and open communication were more valued than group cohesion elements of SP. Qualitative results show that social presence was encouraged through provision of group assignments, teacher online activities, and students’ group discussions. Through social presence and interaction, students learnt various concepts, examination questions in both online and in face-to-face discussions. The conclusion is that students’ characteristics are not crucial, however, group discussion and social presence influence their learning.

Highlights

The concept of presence which is defined as “the act of being there despite physical separation” [1] has attracted attention in educational research for several years
These themes were those related to social presence (SP) indicators as defined in the community of inquiry (CoI). These included the use of group references, social sharing, as indicators of group cohesion, humor, for as affective indicator etc. This part presents the findings of the study beginning with the quantitative findings which are explained by the qualitative results
This study investigated students’ perceptions of social presence in blended learning courses at Kilimanjaro Christian Medical University College (KCMUCo) in Kilimanjaro, Tanzania

Summary

Introduction

The concept of presence which is defined as “the act of being there despite physical separation” [1] has attracted attention in educational research for several years. Viewing presence from the student’s point of view, [2] define it as the student’s sense of being and belonging in a course; ability to interact with other students and an instructor physical contact is not available. In blended learning, which is defined as a thoughtful integration of face-to-face learning and online or web-based instruction, the concept of presence takes a different iJET ‒ Vol 13, No 9, 2018. In this case, presence involves student’s sense of being, belonging to, and participating and interacting in a blended learning course. Presence involves student’s sense of being, belonging to, and participating and interacting in a blended learning course This interaction occurs between student and course content, instructor and student, and student and fellow students in both online and offline settings [3]

Methods

Results

Conclusion