Using Theories of Social Presence and Transactional Distance to Understand Technology Enhanced Instruction

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Powers, S., Janz, K. & Ande, T. (2006). Using Theories of Social Presence and Transactional Distance to Understand Technology Enhanced Instruction. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 502-505). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22087.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Susan Powers, Kenneth Janz, Taiwo Ande, Indiana State University, USA

Abstract

Emerging technologies provide us with increased capacities to teach students and increase learning. While these are explored, we also need to develop an understanding on how these technologies impact student engagement, an important element to learning. Using Breeze, this study explored engagement in terms of social presence theory and transactional distance theory with a preliminary examination of faculty response. Preliminary results show that faculty reaction provides a look at the technology as a tool, with some recognition of how student engagement can be increased, mostly through an increase in social presence perception.

Keywords

• Faculty
• Students
• Social Studies

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