Résumés
Abstract
This study reports a systematic review and meta-analyses of the construct social presence in online higher education settings. The research objectives are to: 1) determine the overall impact of scale-based measures of social presence on student learning outcomes, and 2) determine the overall impact of scale-based measures of social presence on student satisfaction outcomes. A thorough examination of the research literature from 1995 to 2022 was conducted, employing a three-stage screening process to identify 53 studies suitable for inclusion in the meta-analyses. Utilizing a random effects model for analysis, the study investigated the two outcome measures with subgroup analysis. The results affirm that social presence has a moderate effect on both student satisfaction and learning outcomes, with no evidence of publication bias identified. In conducting a subgroup analysis to help explain some of the heterogeneity, significant effects were found for mode of delivery and for the scale-based instrument used. The paper concludes by advocating for enhanced rigour in research design to facilitate empirically validated investigations into improving social presence in online learning environments.
Keywords:
- evidence synthesis,
- higher education,
- online learning,
- systematic review,
- meta-analysis,
- course design,
- teaching,
- technology,
- social presence
Résumé
Cette étude présente une revue systématique et des méta-analyses portant sur le concept de présence sociale dans les environnements en ligne dans l’enseignement supérieur. Les objectifs de recherche sont les suivants: 1) déterminer l’impact global des mesures de la présence sociale, fondées sur des échelles, sur les résultats d’apprentissage des étudiants ; 2) évaluer l’impact global des mesures de la présence sociale, fondées sur des échelles, sur la satisfaction des étudiants. Une analyse rigoureuse de la littérature scientifique publiée entre 1995 et 2022 a été menée, selon un processus de sélection en trois étapes, permettant d’identifier 53 études pertinentes pour la méta-analyse. À l’aide d’un modèle à effets aléatoires, deux types de résultats ont été examinés et des analyses de sous-groupes ont été réalisées. Les résultats mettent en évidence que la présence sociale a un effet modéré sur la satisfaction et les résultats d’apprentissage des étudiants, sans preuve de biais de publication. La réalisation d’une analyse de sous-groupe a révélé des effets significatifs selon le mode de diffusion et l’instrument de mesure utilisé. L’article conclut en soulignant la nécessité d’une plus grande rigueur méthodologique pour favoriser la validation empirique des recherches et l’amélioration de la présence sociale dans les environnements d’apprentissage en ligne.
Mots-clés :
- synthèse de données,
- enseignement supérieur,
- apprentissage en ligne,
- revue systématique,
- méta-analyse,
- conception de cours,
- enseignement,
- technologie,
- présence sociale
Parties annexes
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References marked with an asterisk indicate studies included in the meta-analysis.