Role of Computer-Mediated Communication (Cmc) in Online Teaching and Learning Process

Abstract

Online learning continues to be a popular format for educational experiences because of its flexibility and customizability to students' needs (Allen and Seaman, 2016, Cui et al., 2013). According to Allen and Seaman (2016), 5.8 million students were enrolled in at least one online course in 2014, with the rate of students enrolling in online courses continuing to match or outpace those of traditional enrollments. Allen and Seaman's report further supports these findings by noting that a large number of higher education academic leaders (63.3%) have indicated that online education is critical to their long-term strategy. Nevertheless, researchers and practitioners continue to grapple with concerns over online learning, including student feelings of isolation, disconnection from peers and instructors, and a lack of preparation for learning in an online environment, all of which result in higher dropout rates and the perception of an inferior educational experience (Liu, Gomez, & Yen, 2009). The construct of social presence—the ability to perceive others in an online environment—can go a long way to overcoming these issues. In fact, Boston et al. (2009) found that two affective expression indicators of social presence accounted for more than 20% of the variance in student retention. We have conducted this study to provide a holistic view of social presence in online learning. Through meta-analysis, we examine the nature of the relationship between social presence and student outcomes across contexts, disciplinary areas, and varying measures of social presence.