Why Increased Social Presence Through Web Videoconferencing Does Not Automatically Lead to Improved Learning in Online Problem-Based Learning

• In Event: Problem-Based Education SIG Full Paper Session: Problem-Based Learning in K-12, Teacher Education, and Other University Contexts

Abstract

In a quasi-experimental design, we analysed whether increased social presence led to (perceived) improved learning satisfaction and an increased pass rate. That is, the learning experiences of 147 students using discussion forums (2005-2007) and 256 students using web-videoconferencing in addition (2008-2011) over seven consecutive summers were contrasted using a self-developed evaluation questionnaire. Results indicate that students in the web-videoconference design were less satisfied about their learning experiences, except for the clarity of goals and tasks. Furthermore, in the web-videoconference design, a lower pass rate was found compared to the discussion forum designs in the years before. Although webvideoconferencing provides an experience that seems more conducive to social presence, more research is needed how to effectively use synchronous communication in ePBL.

Authors

• Bas Giesbers, Maastricht University School of Business and Economics

• Bart Rienties, Maastricht University

• Dirk Tempelaar, Maastricht University

• Wim H. Gijselaers, Maastricht University