Christine's+Page


 * Christine Rand’s ** ** Preparation for Research Study **


 * __ Research Interest __**

My research interest is three-fold (it keeps growing on me):


 * 1) Social presence in online learning
 * 2) Development of online “blizzard packs” for snow days
 * 3) Increasing technology integration into the everyday curriculum

I actually see all three blending together but for my dissertation, I will have to take one and focus on that. I am sure once I do more literature review, I will find my gap and therefore my focal point. At this time, I feel that social presence is the topic that “keeps me up at night” and will most likely be my dissertation topic.

My overall questions are:


 * 1) How can social presence be developed in an online learning situation to better meet the needs of learners and increase a positive experience?
 * 2) How can developing a positive social presence online help with the development of “blizzard packets” for schools to employ to help cut down on the number of snow days made up each school year?


 * __ Theoretical Foundations __**

The two theoretical foundations that I feel are most relevant to my area of interest are:


 * 1) Instructional Design and Development: “The general purpose of these activities is to facilitate and support human learning and performance” (Spector et al., 2008, p. 25) in utilizing technology with learning. This theoretical foundation is a solid fit for a focus on developing and improving a learner’s online experience through social presence. Social presence needs to be considered when designing and developing online courses.
 * 2) Human-Computer Interaction: “How one person represents something to another person and the particular form of expression used to convey that representation influence what is likely to be understood” (Spector et al., 2008, p. 24). This theoretical foundation is also a solid fit for studying social presence in online learning as it examines how people represent themselves online and how they interpret other’s representations of themselves. How do we establish a “human connection” in a digitized world and how do we react in that world?


 * __ Literature Review __**

The research interest that I will be focusing upon for my dissertation will be social presence in online learning. Five areas that will be important for my literature review for this topic include:


 * 1) Student perception: This involves how an online student perceives presence online. How does the student perceive and represent themselves? How do they perceive the instructor? In the eyes of the student, what elements are important for social presence to be “felt” or communicated? What can an instructor do to “have social presence”? What can a student do? Does social presence increase a learner’s satisfaction experience in an online learning environment?
 * 2) Instructor perception: This involves the instructor’s views on what social presence is and how it is established. In the eyes or the instructor, what elements are important for social presence to be “felt” or communicated? What can an instructor do to “have social presence”? What can a student do?
 * 3) Technology: How does technology play into social presence in an online learning environment? How can it help or hinder the development of social presence? What are some advantages and disadvantages? What can be done to strengthen social presence from a technological stand-point?
 * 4) Collaboration: Does collaboration increase or decrease social presence in an online learning environment? If yes, how? If no, why not?
 * 5) Personal information: How does sharing personal information help or not help establish social presence online? Do pictures help? How much personal information needs to be shared for social presence to be established?


 * __ Gap in the Research __**

The research indicates a gap in social presence research in online learning in the K-12 environment, specifically the elementary level, K-8. Research done so far on social presence has involved adults (age 18 and older) only. The research is inconclusive on the effects of social presences in an online environment for learner satisfaction, achievement, and construction of knowledge and meaning.


 * __ Research Questions __**


 * How do elementary students perceive and represent themselves online?
 * How do elementary students perceive the instructor?
 * In the eyes of the elementary student, what elements are important for social presence to be “felt” or communicated?
 * Does social presence increase an elementary student’s satisfaction and experience in an online learning environment?


 * __ Problem Statement __**

Current research in social presence in online learning so far has focused on adults (ages 18 and older). There is little research in the K-12 environment and none in the K-8 elementary environment. Current research indicates that there may not be a direct link between social presence and adult student satisfaction in an online environment but the research is not conclusive at this time (Allmendinger, 2010; An, Shin, & Lim, 2009; Kehrwald, 2010; Leong, 2011; Rockinson-Szapkiw, Baker, Neukrug, & Hanes, 2010). Elementary school students are different learners than adult students therefore the findings for adults may not be transferrable or generalizable to elementary school students. The focus of this study is to examine the effects of social presence to an elementary school student’s experience and satisfaction in an online learning environment.


 * __ Theory __**

Social presence theory was the common theory running through the current literature examined (Allmendinger, 2010; An, Shin, & Lim, 2009; Kehrwald, 2010; Leong, 2011; Rockinson-Szapkiw, Baker, Neukrug, & Hanes, 2010). This study would utilize social presence theory and connectivism. Connectivism is included to understand how elementary students create, store, and access information in an online environment.


 * __ Methodology __**


 * NOTE:** As of last night, 07/25/11, the direction and intent of my study has taken a dramatic change from examining one school’s experience in employing an online component for one year to examining the social presence perceptions and experiences of 5 students enrolled in an online virtual school. The methodology originally thought to be utilized for this study is not changed. Consequently, some of the work done so far on this wiki is no longer directly applicable to my study.

** __Descriptive Table __ **
 * **Research Methodology ** ||  **Strengths **  ||  **Limitations **  ||  **Authoritative Primary Source for This Methodology **  ||  **Why I Will or Will Not Use This Method **  ||
 * **Qualitative- Exploratory ** || Determines why, how, or when something is experienced or occurs. || Often depends on secondary research and therefore cannot and should not be used for decision-making. || R. A. Stebbins || This is a possible choice however the individual student’s experience and perceptions are the focus and this may not be the best fit. ||
 * **Qualitative- Phenomenological ** || Helps to understand individual experiences in situations or utilization of an object or process. || Individual experiences, although described similarly may not be the same. Descriptions are open to interpretation by both subject and researcher. || C. Moustakas || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">This choice is a better fit or ethnographic as the interest is in the student’s experience and perceptions online. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Qualitative- Case Study ** || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Provides insight and understanding to the object/event/subject of study for better understanding. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Findings are specific to one object/event/subject studied and cannot be generalized. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">R. K. Yin || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">This choice would probably not be the best fit for this study as there are other methods that are better suited. ||

** __<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Methodology Table __ **


 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Research Questions ** ||  **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Methodology **  <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 16px; text-align: center;">You may use the same methodology for each question, or not, depending on the questions you are asking.  ||  **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Sample **  <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 16px; text-align: center;">You may only have one sample for your study, or several different groups/individuals.  ||  **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Data Collection **  <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 16px; text-align: center;">Data collection methods include interviews, questionnaires, focus groups, pre-post tests, etc.  <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 16px; text-align: center;">If there are multiple forms of data for one research question, list them all.  ||  **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Data Analysis Procedure **  <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 16px; text-align: center;">If you are able to provide this, please do so.  ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">1.How do elementary students perceive and represent themselves online? || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">General descriptive case study || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">5 students enrolled in a virtual academy for elementary school students. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Surveys, interviews, observations, and artifacts. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Notice, collect, and think (Seidel, 1998). Coding to find themes and patterns. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">2.How do elementary students perceive the instructor? || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">General descriptive case study || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">5 students enrolled in a virtual academy for elementary school students. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Surveys, interviews, observations, and artifacts. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Notice, collect, and think (Seidel, 1998). Coding to find themes and patterns. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">3.Does social presence increase an elementary student’s satisfaction and experience in an online learning environment? || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">General descriptive case study || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">5 students enrolled in a virtual academy for elementary school students. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Surveys, interviews, observations, and artifacts. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Notice, collect, and think (Seidel, 1998). Coding to find themes and patterns. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">3.Does social presence increase an elementary student’s satisfaction and experience in an online learning environment? || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">General descriptive case study || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">5 students enrolled in a virtual academy for elementary school students. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Surveys, interviews, observations, and artifacts. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Notice, collect, and think (Seidel, 1998). Coding to find themes and patterns. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">3.Does social presence increase an elementary student’s satisfaction and experience in an online learning environment? || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">General descriptive case study || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">5 students enrolled in a virtual academy for elementary school students. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Surveys, interviews, observations, and artifacts. || <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Notice, collect, and think (Seidel, 1998). Coding to find themes and patterns. ||


 * __ Significance of the Study __**

The research indicates a gap in social presence research in online learning in the K-12 environment, specifically the elementary level, K-8. Research done so far on social presence has involved adults (age 18 and older) only. The research is inconclusive on the effects of social presences in an online environment for learner satisfaction, achievement, and construction of knowledge and meaning.

My research will add to the body of educational technology in education by looking at and understanding the experiences of elementary school students in an online learning environment. Neuroscientist Steven Hyman stated “The students themselves force integration” (as cited by Colebeck, 2007, p. 612). In other words, students will force education to integrate technology more fully into the curriculum including online environments.

As educators it is our duty and responsibility to prepare, embrace, and employ technologies in our curriculum in a manner that will benefit and assist today’s student. My research will add to this knowledge and help future course and instructional designers in preparing online learning environments for elementary students. By helping elementary school students develop the necessary skills and understanding of learning in an online environment they will be more successful in other online environments as adults and future scholars.


 * __ Dissemination of Research __**

Educational Technology Research and Development (ETR&D) []

International Review of Research in Open and Distance Learning (IRRODL) []

Journal of Research on Technology in Education (JRTE) []

I have selected these journals for possible publication because they are peer-reviewed, address the topic of online learning in K-12 environment, and provide access to multiple different audiences.

Christa McAuliffe Technology Conference (NHSTE affiliate of ISTE) []

Association for Educational Communications and Technology Conference (AECT) []

I have selected these conferences for possible presentation because they are directly related to my field of study and area of interest and include educators from all disciplines and are two prominent technology conference organizations.


 * References **

Allmendinger, K. (2010). Social presence in synchronous virtual learning situations: The role of nonverbal signals displayed by avatars. //Educational Psychology Review//, //22//(1), 41-56. doi:10.1007/s10648-010-9117-8

An, H., Shin, S., & Lim, K. (2009). The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions. //Computers & Education//, //53//(3), 749-760. doi:10.1016/j.compedu.2009.04.015 Colebeck, C. L., (2007). Envisioning the future of doctoral education: Preparing stewards of the discipline-Carnegie essays on the doctorate. //Journal of Higher Education//, 78(5), 611-613. Retrieved from EBSCO//host//.

Dawidowicz, P. (2010). //Literature reviews made easy: A quick guide to success.// Charlotte, NC: Information Age Publishing.

Kehrwald, B. (2010). Being online: social presence as subjectivity in online learning. //London Review of Education//, //8//(1), 39-50. doi:10.1080/14748460903557688

Leong, P. (2011). Role of social presence and cognitive absorption in online learning environments. //Distance Education//, //32//(1), 5-28. doi:10.1080/01587919.2011.565495

Rockinson-Szapkiw, A. J., Baker, J. D., Neukrug, E., & Hanes, J. (2010). The efficacy of computer mediated communication technologies to augment and support effective online helping profession education. //Journal of Technology in Human Services//, 28(3), 161-177. doi:10.1080/15228835.2010.508363

<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Seidel, J. V. (1998). //Qualitative data analysis//. Retrieved from [] []

Spector, J. M., Merrill, M. D., Van Merrienboer, J., & Driscoll, M. P. (Eds.). (2008). //Handbook of research on educational communications and technology// (3rd ed.). New York: Routledge.