The paper describes the research design and main findings of a study whose objective was to examine the relationships between perceived collaborative learning, social presence and student satisfaction in blended courses at one campus belonging to a US community college system. Based on a Social Cognitive Framework for Blended Learning, a quantitative correlational design was employed and data was collected using a Collaborative Learning, Social Presence, and Satisfaction Questionnaire. The study found that there is a relationship between the constructs of perceived collaboration, perceived social presence, and self-reported student satisfaction in blended learning courses. © 2012 IEEE.
|Original language||American English|
|Number of pages||5|
|State||Published - 8 Oct 2012|
|Event||Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012 - |
Duration: 8 Oct 2012 → …
|Conference||Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012|
|Period||8/10/12 → …|