Parental Perspectives on Young Learner’s Social Presence in Online Learning: A Mixed-Method Approach (Poster 29)

• In Event: AERA Poster Session Wednesday 2:30 p.m.
  In Poster Session: Online Teaching and Learning SIG Poster Session

Abstract

This study used a two-phase explanatory mixed methods approach to understand Chinese parents’ perceived social presence (SP) in their child’s online learning, its importance, and the relationship among parents perceived SP, perceived learning and their satisfaction with the instructor. In the quantitative phase, 53 Chinese parents of young learners were to determine the relationship across perceived SP, perceived learning, and satisfaction with the instructor. In the qualitative phase, semi-structured interviews were conducted to investigate parents’ perceptions of SP and its importance in their child’s online learning. Findings highlighted the significant relationship across parents’ perceived SP, learning, and satisfaction for instructors. Parents’ perceptions of SP, instructors’ roles, and factors impacting their perceived SP were also discussed.

Authors

• Jing Song, Purdue University

• Adrie A. Koehler, Purdue University

• Jennifer C. Richardson, Purdue University

• Zui Cheng, Shenzhen University