Predictive Effects of Social Presence on Student Engagement in the Online Component of Blended Distance Learning Programs at Makerere University, Uganda
Keywords:
Social presence, Student Engagement, Online learning, Distance education
Abstract
This study investigated the predictive effects of social presence on student engagement in the online component of blended distance learning programs at Makerere University, Uganda. Specifically, the study examined the extent to which affective expression, open communication, and group cohesion produced gains in student engagement in blended distance learning programs. The study was guided by the Community of Inquiry (CoI) model and employed a quantitative methodology using correlational and cross-sectional research design. The study targeted 2931 students enrolled in blended distance learning programs at Makerere University. Data were collected from 283 distance-learning students from the College of Education and External Studies (CEES) and College of Health Sciences (CHS) of Makerere University using a self-administered questionnaire. The students were selected through stratified proportionate sampling. The data were analyzed using both descriptive statistics and regression analysis. The results showed that all three elements of social presence namely; affective expression (β = .236, p = .000 < 0.05), open communication (β = .336, p = .000 < 0.05), and group cohesion (β = .297, p = .000 < .05) had a positive and significant influence on student engagement in the online component of blended distance learning programs. The study concluded that social presence plays a vital role in predicting gains in student engagement in blended distance learning programs. Hence, instructors and managers of blending distance learning programs at Makerere University should consider ways to foster social presence components namely affective expression, open communication, and social cohesion when designing online and blended distance learning courses to maximize gains of student engagement to leverage requisite educational outcomes.
References
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Ajadi, T. O., Salawu, I. O., & Adeoye, F. A. (2008). E-learning and distance education in Nigeria. Online Submission, 7(4).
Anderson, E. F. (2016). Student engagement in online academic courses in a community college system (Doctoral dissertation). ProQuest. (10103943).
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of school psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136. https://doi.org/10.1016/j.iheduc.2008.06.003
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.
Biel, R., & Brame, C. J. (2016). Traditional versus online biology courses: Connecting course design and student learning in an online setting. Journal of Microbiology & Biology Education, 17(3), 417-422. https://doi.org/10.1128/jmbe.v17i3.1157
Bolliger, D. U., & Martin, F. (2021). Critical design elements in online courses. Distance Education, 42(3), 352-372. https://doi.org/10.1080/015 87919.2021.1956301
Bordens, K. S., & Abbott, B. B. (2011). Research design and methods: A process approach (8th ed.). New York: McGraw-Hill Companies.
Bryan, T. K., Lutte, R., Lee, J., O’Neil, P., Maher, C. S., & Hoflund, A. B. (2018). When do online education technologies enhance student engagement? A case of distance education at the University of Nebraska at Omaha. Journal of Public Affairs Education, 24(2),255-273.
Chen, P. S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232. https://doi.org/ 10.1016/j.compedu.2009.11.008
Cobb, S. (2011). Social presence, satisfaction, and perceived learning of RN-to-BSN students in web-based nursing courses. Teaching with Technology, 32(2), 115-119.
Collins, K., Groff, S., Mathena, C., & Kupczynski, L. (2019). Asynchronous video and the development of instructor social presence and student engagement. Turkish Online Journal of Distance Education, 20(1),53 -70. https://doi.org/10.17718/tojde.522378
Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of Scholarship of Teaching and Learning, 10(2), 1–13. http://josotl.indiana.edu/article/view/ 1744
Dixson, M. D., Greenwell, M. R., Rogers-Stacy, C., Weister, T., & Lauer, S. (2017). Nonverbal immediacy behaviors and online student engagement: Bringing past instructional research into the present virtual classroom. Communication Education, 66(1), 37-53.
Doo, M. Y., & Bonk, C. J. (2020). The effects of self‐efficacy, self‐regulation, and social presence on learning engagement in a large university class using flipped Learning. Journal of Computer Assisted Learning, 36(6), 997-1010. https://doi.org/10.1111/ jcal.12455
Eggins, S. &Slade, D. (1997). Analyzing casual conversation. Cassel.
Erdoğdu, F., & Çakıroğlu, Ü. (2021). The educational power of humor on student engagement in online learning environments. Research and Practice in Technology Enhanced Learning, 16(1), 1-25. https://doi.org/10.1186/ s41039-021-00158-8
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142.
Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. https://doi. org/10.3102% 2F003465430 74001059
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher
Education, 2(2–3), 87–105. https://doi.org/ 10.1016/ S1096-7516(00)00016-6.
Garrison, D. R., Archer, W., & Anderson, T. (2003). A theory of critical inquiry in online distance education. In M. Moore & G. Anderson (Eds.). Handbook of distance education (113–127). New York, NY: Erlbaum.
Grieve, R., Padgett, C. R., & Moffitt, R. (2016). Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking. Internet and Higher Education, 28, 8-16.
Heilporn, G., & Lakhal, S. (2020). Investigating the reliability and validity of the community of inquiry framework: An analysis of categories within each presence. Computers & Education, 145, 103712.
Holmes, C. M., Reid, C., Hawley, C., & Wagner, C. (2020). Social presence in online counsellor education. Journal of Counselor Preparation and Supervision, 13(4), 11.
Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers
& Education, 88,84-96. https://doi.org/10.1016 /j. compedu.2015.04.015
Keengwe, J., Adjei-Boateng, E., & Diteeyont, W. (2013). Facilitating active social presence and meaningful interactions in online learning. Education and Information Technologies, 18, 597-607.
King, S. B. (2014). Graduate student perceptions of the use of online course tools to support engagement. International Journal for the Scholarship of Teaching & Learning, 8(1). https://doi.org /10.20429/ijsotl.2014.080105
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610. https://doi.org/ 10.1177%2F001316447003000308
Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 141, 5-20. https://doi:10.1002/ir.283
Kuh, G. D., Cruce, T., Shoup, R., Kinzie, J., & Gonyea, R. M. (2007). Unmasking the effects of student engagement on college grades and persistence. American Educational Research Association Annual Meeting.
Kupczynski, L., Ice, P., Wiesenmayer, R. & McCluskey, F. (2010). Student perceptions of the relationship between indicators of teaching presence and success in online courses. Journal of Interactive Online Learning, 9(1), 23–43.
Lee, J., Song, H. D., & Hong, A. J. (2019). Exploring factors, and indicators for measuring students’ sustainable engagement in e-learning. Sustainability, 11(4), 985. https://doi.org/10.3390/su11 040985
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social behavior and personality: An International Journal, 46(3), 517-528. https://doi.org/ 10.2224/sbp.7054
Louwrens, N., & Hartnett, M. (2015). Student and teacher perceptions of online student engagement in an online middle school. Journal of Open, Flexible and Distance Learning, 19(1), 27-44.
Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth-grade math? Journal of School Psychology, 53, 359-373. http://dx.doi.org/10.1016/j.jsp.2015.07.001
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online learning, 22(1), 205-222.
Meyer, K. A. (Ed.). (2014). Student Engagement Online: What Works and Why. ASHE Higher Education Report, 40, (6), 1-129. John Wiley & Sons. https://doi:10.1002/aehe.20018
Molinillo, S., Aguilar-Illescas, R., Anaya-Sánchez, R., & Vallespín-Arán, M. (2018). Exploring the impacts of interactions, social presence, and emotional engagement on active collaborative learning in a social web-based environment. Computers& Education, 123, 41-52. https://doi:10.1016/j.compedu.2018.04.012
Moore, M. G., Resta, P., Rumble, G., Tait, A., & Zaparovanny, Y. (2002). Open and distance learning: Trends, policy, and strategy considerations. UNESCO.
Natriello, G. (1984). Problems in the evaluation of students and student disengagement from secondary schools. Journal of Research and Development in Education, 17(4), 14-24.
Noteboom, J. T., & Claywell, L. (2010). Student perceptions of cognitive, social, and teaching presence. In 26th Annual Conference on Distance Teaching and Learning, USA.
Park, C. & Kim, D.G. (2020). Perception of instructor presence and its effects on learning experience in online classes. Journal of Information Technology Education: Research, 19(1), 475-488. Informing Science Institute. https://doi.org/10.28945/4611
Parsons, J., & Taylor, L. (2011). Improving student engagement. Current issues in education, 14(1). http://cie.asu.edu/
Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation, and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157-170. https://doi.org/10.1016/j.chb.2014.02.048
Price, D. & Tovar, E (2014). Student engagement and institutional graduation rates: Identifying high-impact educational practices for community colleges. Community College Journal of Research and Practice, 38(9), 766-782. ttps://doi.org/10.1080/10668926.2012.719481
Shackelford, J. L., & Maxwell, M. (2012). Contribution of learner–instructor interaction to the sense of community in graduate online education. Journal of Online Learning and Teaching, 8(4).
Shea, P., & Bidjerano, T. (2009). Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework. Journal of Computing in
Higher Education, 21(3), 199. https://doi: 10.1007/s12528-009-9024-5
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds). Handbook of research on student engagement (pp. 149-172). Boston, MA: Springer US.
Rwendeire, A. (2017). Bridging the future to the present. The report of the visitation committee on Makerere University. Uganda Government, Kampala.
Schindler, L., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2015). Definitions of quality in higher education: A synthesis of the literature. Higher Learning Research Communications, 5(3), 3-13. http://dx.doi.org/10.188 70/hlrc.v5i3.244
Siemens, G., Gašević, D. & Dawson, S. (2015). Preparing for the digital university: A review of the history and current state of distance, blended, and online learning. Arlington: Link Research Lab.
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. Christenson, A.L. Reschly, & C. Wylie (Eds.). Handbook of research on student engagement (pp. 21-44). Springer, Boston, MA.
Swan, K. (2003). Developing social presence in online course discussions. In S. Naidu (Ed). Learning and teaching with technology: Principles and practices (pp. 151-168). Routledge.
Trowler, V. (2010). Student engagement literature review. The Higher Education Academy, 11(1), 1-15.
Vohra, S. (2016). How social presence on Twitter impacts student engagement and learning in a grade 8 mathematics classroom (Doctoral dissertation, Walden University).
Wang, M. T., & Degol, J. (2014). Staying engaged: Knowledge and research needs in student engagement. Child Development Perspectives, 8(3), 137-143.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.
Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662. https://doi.org/10.3102/0002831209361209
Wu, S. W. (2017). To what extent does social presence produce gains in student engagement in blended or fully online courses? Hofstra University. https://www.academia.edu/33261890
Xu, B., Chen, N. S., & Chen, G. (2020). Effects of teacher role on student engagement in WeChat-based online discussion learning. Computers and Education, 157, 103956. https://doi.org/10.1016/j.compedu.2020. 10395
Ali, M. M., & Hassan, N. (2018). Defining concepts of student engagement and factors contributing to their engagement in schools. Creative Education, 9(14), 2161-2170. https://doi.org/ 10.4236/ ce.2018. 91 4157
Ajadi, T. O., Salawu, I. O., & Adeoye, F. A. (2008). E-learning and distance education in Nigeria. Online Submission, 7(4).
Anderson, E. F. (2016). Student engagement in online academic courses in a community college system (Doctoral dissertation). ProQuest. (10103943).
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of school psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136. https://doi.org/10.1016/j.iheduc.2008.06.003
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.
Biel, R., & Brame, C. J. (2016). Traditional versus online biology courses: Connecting course design and student learning in an online setting. Journal of Microbiology & Biology Education, 17(3), 417-422. https://doi.org/10.1128/jmbe.v17i3.1157
Bolliger, D. U., & Martin, F. (2021). Critical design elements in online courses. Distance Education, 42(3), 352-372. https://doi.org/10.1080/015 87919.2021.1956301
Bordens, K. S., & Abbott, B. B. (2011). Research design and methods: A process approach (8th ed.). New York: McGraw-Hill Companies.
Bryan, T. K., Lutte, R., Lee, J., O’Neil, P., Maher, C. S., & Hoflund, A. B. (2018). When do online education technologies enhance student engagement? A case of distance education at the University of Nebraska at Omaha. Journal of Public Affairs Education, 24(2),255-273.
Chen, P. S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232. https://doi.org/ 10.1016/j.compedu.2009.11.008
Cobb, S. (2011). Social presence, satisfaction, and perceived learning of RN-to-BSN students in web-based nursing courses. Teaching with Technology, 32(2), 115-119.
Collins, K., Groff, S., Mathena, C., & Kupczynski, L. (2019). Asynchronous video and the development of instructor social presence and student engagement. Turkish Online Journal of Distance Education, 20(1),53 -70. https://doi.org/10.17718/tojde.522378
Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of Scholarship of Teaching and Learning, 10(2), 1–13. http://josotl.indiana.edu/article/view/ 1744
Dixson, M. D., Greenwell, M. R., Rogers-Stacy, C., Weister, T., & Lauer, S. (2017). Nonverbal immediacy behaviors and online student engagement: Bringing past instructional research into the present virtual classroom. Communication Education, 66(1), 37-53.
Doo, M. Y., & Bonk, C. J. (2020). The effects of self‐efficacy, self‐regulation, and social presence on learning engagement in a large university class using flipped Learning. Journal of Computer Assisted Learning, 36(6), 997-1010. https://doi.org/10.1111/ jcal.12455
Eggins, S. &Slade, D. (1997). Analyzing casual conversation. Cassel.
Erdoğdu, F., & Çakıroğlu, Ü. (2021). The educational power of humor on student engagement in online learning environments. Research and Practice in Technology Enhanced Learning, 16(1), 1-25. https://doi.org/10.1186/ s41039-021-00158-8
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142.
Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. https://doi. org/10.3102% 2F003465430 74001059
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher
Education, 2(2–3), 87–105. https://doi.org/ 10.1016/ S1096-7516(00)00016-6.
Garrison, D. R., Archer, W., & Anderson, T. (2003). A theory of critical inquiry in online distance education. In M. Moore & G. Anderson (Eds.). Handbook of distance education (113–127). New York, NY: Erlbaum.
Grieve, R., Padgett, C. R., & Moffitt, R. (2016). Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking. Internet and Higher Education, 28, 8-16.
Heilporn, G., & Lakhal, S. (2020). Investigating the reliability and validity of the community of inquiry framework: An analysis of categories within each presence. Computers & Education, 145, 103712.
Holmes, C. M., Reid, C., Hawley, C., & Wagner, C. (2020). Social presence in online counsellor education. Journal of Counselor Preparation and Supervision, 13(4), 11.
Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers
& Education, 88,84-96. https://doi.org/10.1016 /j. compedu.2015.04.015
Keengwe, J., Adjei-Boateng, E., & Diteeyont, W. (2013). Facilitating active social presence and meaningful interactions in online learning. Education and Information Technologies, 18, 597-607.
King, S. B. (2014). Graduate student perceptions of the use of online course tools to support engagement. International Journal for the Scholarship of Teaching & Learning, 8(1). https://doi.org /10.20429/ijsotl.2014.080105
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610. https://doi.org/ 10.1177%2F001316447003000308
Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 141, 5-20. https://doi:10.1002/ir.283
Kuh, G. D., Cruce, T., Shoup, R., Kinzie, J., & Gonyea, R. M. (2007). Unmasking the effects of student engagement on college grades and persistence. American Educational Research Association Annual Meeting.
Kupczynski, L., Ice, P., Wiesenmayer, R. & McCluskey, F. (2010). Student perceptions of the relationship between indicators of teaching presence and success in online courses. Journal of Interactive Online Learning, 9(1), 23–43.
Lee, J., Song, H. D., & Hong, A. J. (2019). Exploring factors, and indicators for measuring students’ sustainable engagement in e-learning. Sustainability, 11(4), 985. https://doi.org/10.3390/su11 040985
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social behavior and personality: An International Journal, 46(3), 517-528. https://doi.org/ 10.2224/sbp.7054
Louwrens, N., & Hartnett, M. (2015). Student and teacher perceptions of online student engagement in an online middle school. Journal of Open, Flexible and Distance Learning, 19(1), 27-44.
Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth-grade math? Journal of School Psychology, 53, 359-373. http://dx.doi.org/10.1016/j.jsp.2015.07.001
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online learning, 22(1), 205-222.
Meyer, K. A. (Ed.). (2014). Student Engagement Online: What Works and Why. ASHE Higher Education Report, 40, (6), 1-129. John Wiley & Sons. https://doi:10.1002/aehe.20018
Molinillo, S., Aguilar-Illescas, R., Anaya-Sánchez, R., & Vallespín-Arán, M. (2018). Exploring the impacts of interactions, social presence, and emotional engagement on active collaborative learning in a social web-based environment. Computers& Education, 123, 41-52. https://doi:10.1016/j.compedu.2018.04.012
Moore, M. G., Resta, P., Rumble, G., Tait, A., & Zaparovanny, Y. (2002). Open and distance learning: Trends, policy, and strategy considerations. UNESCO.
Natriello, G. (1984). Problems in the evaluation of students and student disengagement from secondary schools. Journal of Research and Development in Education, 17(4), 14-24.
Noteboom, J. T., & Claywell, L. (2010). Student perceptions of cognitive, social, and teaching presence. In 26th Annual Conference on Distance Teaching and Learning, USA.
Park, C. & Kim, D.G. (2020). Perception of instructor presence and its effects on learning experience in online classes. Journal of Information Technology Education: Research, 19(1), 475-488. Informing Science Institute. https://doi.org/10.28945/4611
Parsons, J., & Taylor, L. (2011). Improving student engagement. Current issues in education, 14(1). http://cie.asu.edu/
Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation, and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157-170. https://doi.org/10.1016/j.chb.2014.02.048
Price, D. & Tovar, E (2014). Student engagement and institutional graduation rates: Identifying high-impact educational practices for community colleges. Community College Journal of Research and Practice, 38(9), 766-782. ttps://doi.org/10.1080/10668926.2012.719481
Shackelford, J. L., & Maxwell, M. (2012). Contribution of learner–instructor interaction to the sense of community in graduate online education. Journal of Online Learning and Teaching, 8(4).
Shea, P., & Bidjerano, T. (2009). Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework. Journal of Computing in
Higher Education, 21(3), 199. https://doi: 10.1007/s12528-009-9024-5
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds). Handbook of research on student engagement (pp. 149-172). Boston, MA: Springer US.
Rwendeire, A. (2017). Bridging the future to the present. The report of the visitation committee on Makerere University. Uganda Government, Kampala.
Schindler, L., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2015). Definitions of quality in higher education: A synthesis of the literature. Higher Learning Research Communications, 5(3), 3-13. http://dx.doi.org/10.188 70/hlrc.v5i3.244
Siemens, G., Gašević, D. & Dawson, S. (2015). Preparing for the digital university: A review of the history and current state of distance, blended, and online learning. Arlington: Link Research Lab.
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. Christenson, A.L. Reschly, & C. Wylie (Eds.). Handbook of research on student engagement (pp. 21-44). Springer, Boston, MA.
Swan, K. (2003). Developing social presence in online course discussions. In S. Naidu (Ed). Learning and teaching with technology: Principles and practices (pp. 151-168). Routledge.
Trowler, V. (2010). Student engagement literature review. The Higher Education Academy, 11(1), 1-15.
Vohra, S. (2016). How social presence on Twitter impacts student engagement and learning in a grade 8 mathematics classroom (Doctoral dissertation, Walden University).
Wang, M. T., & Degol, J. (2014). Staying engaged: Knowledge and research needs in student engagement. Child Development Perspectives, 8(3), 137-143.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.
Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662. https://doi.org/10.3102/0002831209361209
Wu, S. W. (2017). To what extent does social presence produce gains in student engagement in blended or fully online courses? Hofstra University. https://www.academia.edu/33261890
Xu, B., Chen, N. S., & Chen, G. (2020). Effects of teacher role on student engagement in WeChat-based online discussion learning. Computers and Education, 157, 103956. https://doi.org/10.1016/j.compedu.2020. 10395
Published
2023-05-18
How to Cite
Tumwesigye, J., Birevu, P., & Muwagga, A. (2023, May 18). Predictive Effects of Social Presence on Student Engagement in the Online Component of Blended Distance Learning Programs at Makerere University, Uganda. African Journal of Education,Science and Technology, 7(3), Pg 776-787. https://doi.org/https://doi.org/10.2022/ajest.v7i3.911
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