Generally, my personal theory of learning is that learning is social. Learning is a complex process that requires both knowledge and social interaction to help break it down, evaluate the pieces, then put it back together. At the heart of it, we need social interactions to emotionally support what is shaping in our mind. If we limit ourselves to content only, we actually close ourselves off to other perspectives and different interpretations. Without outside contact, we are sometimes left uncertain of achievement, disconnected from course goals, and ultimately self-reliant to a fault.
This perception of learning is definitely connected to the current research in distance learning. According to Kang and Im (2013), “learners who felt they had a higher degree of interaction with their instructors and other peer learners had higher satisfaction and higher perceived learning outcomes than learners to felt they experienced a lower degree of interaction.” While this isn’t speaking directly to actual course outcomes, the perceptions of students regarding their success in class matters as a selling point at minimum for online learning. If students get an ‘A’ but are not happy about how they earned it or are dissatisfied by the experience, then it is less likely they will continue with online classes. Similarly, Gutman (2001) lists as her number five barrier of “Six Barriers Causing Educators to Resist Teaching Online,” as “Interpersonal Relations” (pg. 54). Gutman states that “for some [teachers], the lack of direct interpersonal contact with both students and faculty is an issue” (pg. 54). The role of social interaction is not just important for the student experience; it is important for instructors as well.
The idea that the social interaction/interpersonal connection is the missing piece for online learning is a repeated idea, article after article. Not only is this a topic of ongoing research, but it resonates with my own experience as an online student as well as an online instructor. The combination of these things provides a solid foundation for my own personal theory of learning (PLT). As I continue to research, I expect that my PLT will evolve into a more strongly founded and articulated representation of both theory and practice.
As I move forward with research, I will continue to refine my search terms. I have already adjusted my focus from “social learning” to “social presence” in the online classroom. My next steps are to finish compiling relevant studies on the influence of social presence in online learning and to follow that with peer reviewed articles defining how to incorporate or build social presence in online classes. I intend on using the references from class assignments to help guide my choices. So far, many of the class readings have been relevant to this topic, namely: Stodel, Thompson, and MacDonald’s (2006) article, “Learners’ Perspectives on What is Missing from Online Learning: Interpretations through the Community of Inquiry Framework;” Lowenthal and Snelson’s (2017) article, “In search of a better understanding of social presence: an investigation into how researchers define social presence;” and Gutman’s (2001) article, “Six Barriers Causing Educators to Resist Teaching Online, and How Institutions Can Break them.” I have created a new folder in Mendeley for this research.
Gutman, D. (2001). Six Barriers Causing Teaching Online, Can Break Them. Distance Learning, 9(3).
Kang, M., & Im, T. (2013). Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292–301.
Lowenthal, P. R., & Snelson, C. (2017). In search of a better understanding of social presence: an investigation into how researchers define social presence. Distance Education, 38(2), 141–159.
Stodel, E. J., & Thompson, T. L. (2006). Interpretations through the Community of Inquiry Framework. The International Review of Research in Open and Distributed Learning, 7(3), 1–15.