Exploring the Relations between Social Presence and Individual and Social/Shared Metacognition in Learners within a Global Graduate Online Programme

Jaber, RM (2018) Exploring the Relations between Social Presence and Individual and Social/Shared Metacognition in Learners within a Global Graduate Online Programme. Doctor of Education thesis, University of Liverpool.

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Abstract

This thesis research is a qualitative case study that addressed online students and tutors in an international doctorate programme. The aim of this research project is to explore whether and how social presence and metacognition are related while devoting attention to the social aspect of the metacognitive process. Further, the thesis research aims at extracting practical insights in terms of online learning designs and theoretical insights regarding the development of the main concepts of the study. Data was collected using both individual and group semi-structured interviews with four tutors and ten students at the same online doctorate programme. The thematic analysis led to findings that support that, although a level of social presence was experienced by students and tutors, this level was not satisfactory for them. Indications of metacognition were present although socially shared metacognition was less evident. In general, participants expressed the belief that effective social presence supports deep learning outcomes such as metacognition. As for theoretical and practical insights, the findings support that identity performance is key to understanding social presence and the learning dynamics in online learning contexts. Furthermore, the findings led to the adoption of a new definition of social presence and some suggestions for online learning design.

Item Type:	Thesis (Doctor of Education)
Divisions:	Faculty of Humanities and Social Sciences
Depositing User:	Symplectic Admin
Date Deposited:	30 Nov 2018 14:51
Last Modified:	19 Jan 2023 01:12
DOI:	10.17638/03028799
Supervisors:	Kennedy, Eileen Strivens, Janet
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3028799