On A Quest to Increase Social Presence & Online Learning Self-Efficacy: Research into Online Student Orientation

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Brief Abstract

Can a Community of Inquiry based orientation make a difference?  Social presence and online learning self-efficacy are important factors for online student retention and success, but can orientation impact these factors? Study results presented on orientation participation and online students’ perceived sense of social presence and online learning self-efficacy.

Presenters

Lead Presenter: Rebekah Grosboll, University of Illinois Springfield

Rebekah Grosboll has worked in higher education for the past 17 years, and has experience in online education, program evaluation, and designing professional development trainings and seminars. She is currently an online program coordinator for three online degree programs at the University of Illinois Springfield. Her research interests include programmatic approaches to online learning, creating constructivist learning environments, and program evaluation.

Extended Abstract

This session will journey into the significance of social presence and online learning self-efficacy in terms of online student success and retention, and investigate ways in which orientation can be used to enhance these important factors.  Examples of using a Community of Inquiry based online student orientation to help enhance students’ sense of social presence and online learning self-efficacy will be described, and highlights from a study on orientation participation and online students’ sense of social presence and online learning self-efficacy will be shared.  Audience members will be encouraged to join in the search for a better online student orientation, and will be asked to brainstorm on ideas and best practices for using orientation to enhance online students’ sense of social presence and online learning self-efficacy.  Session objectives include exploring the significance of social presence and online learning self-efficacy in online learner success and retention; discussing the role of orientation and online students’ perceived sense of social presence in light of study results; examining online student’s sense online learning self-efficacy pre and post orientation; and developing ideas for using orientation to help enhance a sense of social presence and online learning self-efficacy.

Study results highlighted are from research which was conducted over the course of four semesters at a small public university in the United States.  The study utilized a quasi-experimental design, and the scope included exploring online students’ pre and post orientation online learning self-efficacy scores and the difference in the social presence scores of orientation and non-orientation participants during their first semester as an online student. Research questions addressed in the study included:

  • Is participation in the online orientation associated with higher levels of social presence?
  • Does students’ perception of online learning self-efficacy increase after participation in the online orientation? 

The study results suggest that online student participation in a Community of Inquiry based orientation is associated with higher perceived levels of social presence in their first semester, and that orientation participants’ perceived online learning self-efficacy increased after participating in the orientation.