Predicting Sense of Presence and Sense of Community in Immersive Online Learning Environments

Authors

  • Terry W. McClannon Appalachian State University
  • Amy Cheney Appalachian State Univeristy
  • Les Bolt Appalachian State University
  • Krista Terry Appalachian State Univeristy

DOI:

https://doi.org/10.24059/olj.v22i4.1510

Keywords:

Sense of Community, Sense of Presence, Online pedagogy, Immersive environment

Abstract

This study is based on survey research conducted between 2010 and 2017, involving 1053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students’ perceptions of community and presence in the online immersive space. Utilizing the Sense of Community II index (SCI-2) and the Community of Inquiry survey (COI) median scores as cut scores for predicted outcomes, researchers demonstrated that purely online environments which encouraged student engagement in the online immersive space can enhance sense of presence and sense of community.  In addition, students in graduate programs that used online immersive delivery methods longer developed a stronger sense of community. Both dependent measures proved to have stable subscale structures for this inquiry based on a cursory confirmatory factor analysis

Author Biographies

Terry W. McClannon, Appalachian State University

Associate Professor in the Educational Media/Instructional Technology program and Department Chair in the Department of Leadership and Educational Studies in the Reich College of Education at Appalachian State University.  Dr. McClannon has taught a variety of academic courses in the areas of Instructional Technology, higher Education, and school administration during his tenure at Appalachian. He has expertise in the development of Online and hybrid course utilizing both synchronous and asynchronous technologies. Dr. McClannon has unique experiences in the utilization of immersive learning environments and other innovative technologies to engage students and build a greater sense of presence in online courses.  

Amy Cheney, Appalachian State Univeristy

Professor in and Program Director for the Educational Media/Instructional Technology program in the Department of Leadership and Educational Stuides at Appalachian State University, where she has taught in 3D immersive environments since 2006. Prior to joining the faculty, Dr. Cheney had more than thirteen years experience in K-12 education, including serving as a high school teacher and a Chief Technology Officer for two school districts. She is a Past-President and current Board member of the North Carolina Technology in Education Society (NCTIES). Dr. Cheney also serves as Executive Director of the Consortium for Research in Immersive and Online Learning Environments (CRIOLE). Her current research is focused on constructivist teaching and learning in immersive environments, particularly issues of community, presence, and the building of relationships

Les Bolt, Appalachian State University

Associate Professor of Research in the Department of Leadership and Educational Studies in the Reich College of Education at Appalachian State University specializing in mixed methods educational research methodology and evaluation research. Prior to this, he was the Director of Institutional
Effectiveness and Director of Institutional Research at Blue Ridge Community College in Virginia. He also was a tenured faculty member and administrator in various roles at
James Madison University for 30 years. His Ph.D. is in Research and Evaluation from the University of Virginia with post-doctoral work in Advanced Statistical Analysis oflarge data sets at Stanford University.

Krista Terry, Appalachian State Univeristy

Associate Professor of Instructional Design and Technology in the department of Leadership and Educational Studies at Appalachian State University where she teaches online courses in the Educational Media and Higher Education program areas.
She is also currently serving as a Faculty Fellow in the
Academic Affairs division of the University of North
Carolina System. She is past President of the International
Society of Exploring Teaching and Learning (ISETL), and
an Associate Editor of the International Journal of
Teaching and Learning in Higher Education (IJTLHE).
Her current professional and research interests are focused
on designing effective, evidence-based online learning
strategies and methods.

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Published

2019-01-25

Issue

Vol. 22 No. 4 (2018)

Section

Special Conference Issue: AERA Online Teaching and Learning SIG

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