Synchronous Videoconferencing: Social Presence and the Engagement of Different Learners in a Blended Family Studies Course

In: Family Science Review, Band 24, Heft 1

Abstract

Blended learning allows instructors to retain some face-to-face activities while integrating additional online components to meet demands of a new generation of learners. Yet student disengagement and isolation continue to present challenges to effective course design. Technology adaptation, specifically synchronous videoconferencing, can facilitate student engagement and promote social presence, both of which have been linked to various learning outcomes. There has been insufficient research on person-centered approaches to inquiry, specifically the roles of students (e.g., characteristics) in technology integration. This mixed methods study in a blended family science course explored students' perceptions of contributions from videoconferencing with regard to social presence. Three profiles of students (i.e., receptive, ambivalent, and resistant) emerged in relation to technology integration and social presence. Quantitative results also found significant differences between these profiles on perceptions related to social presence.