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Oct 16, 2020 03:30 PM - Aug 31, 2021 04:00 PM(Asia/Ho_Chi_Minh)
20201016T1530 20201016T1600 Asia/Ho_Chi_Minh Students' Perceptions of Social Presence in a Blended Learning Environment

The outbreak of the Covid-19 pandemic was a driving force behind the implementation of online learning in numerous universities in Vietnam, and now when their face-to-face learning is resumed, blended learning has been employed. Although there has been plenty of research into blended learning benefits, little is known about how to construct a successful blended learning model. A widely accepted framework of Garrison, Anderson, and Archer (2000), "community of inquiry", suggests three interwoven components of effective blended learning, one of which is social presence. Noticing research into this area in Vietnam is insufficient, this work is aimed at exploring how students perceive social presence in a blended learning environment, and which among the 11 factors affecting social presence were the most effective. Data triangulation was used by questionnaires from 132 students attending a B1 English course and voluntary interviews with 15 students. Data analysis revealed students highly appreciated the roles social presence played in their learning whilst they thought social presence remained unchanged in both blended and face-to-face modes. Among the 11 factors, students prioritized the closeness of teachers, their prompt feedback, and group work. Meanwhile, some did not appraise the importance of group projects, forums, and peer feedback. Yet the interviews gave some insights into what they expected to enhance social presence through activities online and in class. Finally, the research discusses some implications in designing and delivering blended courses that promote multidimensional interactions and hence, contribute to the effectiveness of blended learning.

Zoom 11 VietTESOL International Convention 2021 convention@viettesol.org

The outbreak of the Covid-19 pandemic was a driving force behind the implementation of online learning in numerous universities in Vietnam, and now when their face-to-face learning is resumed, blended learning has been employed. Although there has been plenty of research into blended learning benefits, little is known about how to construct a successful blended learning model. A widely accepted framework of Garrison, Anderson, and Archer (2000), "community of inquiry", suggests three interwoven components of effective blended learning, one of which is social presence. Noticing research into this area in Vietnam is insufficient, this work is aimed at exploring how students perceive social presence in a blended learning environment, and which among the 11 factors affecting social presence were the most effective. Data triangulation was used by questionnaires from 132 students attending a B1 English course and voluntary interviews with 15 students. Data analysis revealed students highly appreciated the roles social presence played in their learning whilst they thought social presence remained unchanged in both blended and face-to-face modes. Among the 11 factors, students prioritized the closeness of teachers, their prompt feedback, and group work. Meanwhile, some did not appraise the importance of group projects, forums, and peer feedback. Yet the interviews gave some insights into what they expected to enhance social presence through activities online and in class. Finally, the research discusses some implications in designing and delivering blended courses that promote multidimensional interactions and hence, contribute to the effectiveness of blended learning.

English teacher
,
Hoa Sen University
English Teacher
,
Hoa Sen University
No moderator for this session!
Ms. Phung Duong
Lecturer
,
Van Lang University
Lecturer
,
Saigon University
Academic and Training Manager
,
Sovannaphumi School
Ms. Trang Ly
English Lecturer
,
An Giang University, Vietnam National University - Ho Chi Minh City
Mrs. Quynh Nguyen
Lecturer
,
Thai Nguyen University of Sciences
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