Online and Traditional Lectures: Evaluating Effects of Social Presence and Learner Control
Online and Traditional Lectures: Evaluating Effects of Social Presence and Learner Control
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Date
2013
Authors
Bowers, Maureen
Freyman, Neal
McLellan, Elizabeth
Paxton, Brian
Spiegel, Jeremy
Advisor
Zachariah, Michael
Citation
DRUM DOI
Abstract
Online courses are rapidly replacing traditional, face-to-face lectures in American
universities (Allen & Seaman, 2011). As technology improves, this trend will likely
continue and accelerate. Researchers must evaluate the impact of online courses
compared to their traditional counterparts. This two-part study quantifies the effect of
two variables – social presence and learner control – on students’ recall, application and
perceived learning levels in different lecture formats. Students in introductory courses at
a four-year, public, American university were randomly assigned into three groups to
view distinct lecture formats, one in a traditional classroom and two via the
Internet. Upon viewing the single lecture, the students were asked to fill out a test and
survey to quantify teacher immediacy, recall and application, and perceived learning
levels across lecture formats. The study found that different levels of social presence and
learner control affected students’ perceived learning levels but did not impact recall or
application.