A Study of Presence and Gender in Online Education

• In Event: INNOVATIVE EDUCATION: Empirical Research on Decision Sciences Pedagogy

Abstract

This study explores how interactive communication technology can drive telepresence and social presence and how those presences are associated with engagement and satisfaction in online education. It also examines the moderation effect of gender on the relationship between telepresence and social presence. Results show that telepresence and social presence driven by interactive communication technology have significant impacts on engagement and satisfaction in online learning and gender moderates the relationship between telepresence and social presence. This study contributes to the online education literature by empirically testing and confirming the effects of telepresence and social presence on online learning experiences and outcomes.

Authors

• ChongWoo Park, Augusta University

• Dong-gook Kim, Dalton State College