Browsing by Author "Wanstreet, Constance E."

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    Presence And Interaction In An Inquiry-Based Learning Environment
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Stein, David S.; Wanstreet, Constance E.
    This mixed-methods study examined how interactions facilitated cognitive, social, and teaching presence in inquiry-based learning in a course where learners had the option to choose whether to conduct group work online or in person. Findings suggest that the knowledge learners gained from the course resulted from chats and discussions within their small groups and not from threaded discussions with the entire class. Results also indicate that learners with a high degree of social presence within their small groups developed a relationship that appeared to overshadow their relationship with classmates in other groups. Teaching presence may be affected by whether learners choose to collaborate in person or online and by where they choose to collaborate. The further the group moved away from the instructor’s online or physical presence, the lower the degree of teaching presence the learners felt.
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    Role Of Social Presence, Choice Of Online Or Face-To-Face Group Format, And Satisfaction With Perceived Knowledge Gained In A Distance Learning Environment
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Stein, David S.; Wanstreet, Constance E.
    This mixed-methods study examined factors that contributed to satisfaction with perceived knowledge gained in a distance learning environment where collaboration represents a major portion of the course structure. Giving learners authority over the physical learning environment and offering different formats for collaboration, either online or in person, contributed to the learners’ overall satisfaction with the course. Results indicate that social presence may not have played a role in choice of distance learning format.