The Effect of Social Presence on Affective and Cognitive Learning in an International Engineering Course Taught via Distance Learning

Abstract

BackgroundDistance learning course formats can alter modes of information exchange and interpersonal interaction relative to traditional course formats.Purpose (Hypothesis)To determine the effect of a distance course format on the knowledge acquisition (cognitive learning) and satisfaction (affective learning) of students, we investigated student learning responses and social presence during a graduate‐level engineering course taught via traditional (i.e., professor present in the classroom) and synchronous distance‐learning formats.Design/MethodDirect quantification of participation, academic performance assessment based on homework and exam scores, and survey‐based assessments of student perceptions of the course were collected. Based on these data, cognitive and affective learning responses to different technological and interaction‐based aspects of the course were determined for each course format.ResultsWe show that while affective learning decreased for students in the distance format course relative to the traditional format, cognitive learning was comparable. Our results suggest that loss of satellite connection and audio losses had a stronger negative effect on student perceptions than video disturbances, and that participation was the most important factor influencing affective learning.ConclusionsWhile our findings do not suggest that cognitive learning is strongly affected by social presence, implementing strategies to enhance social presence may improve the overall learning experience and make distance learning more enjoyable for students.