1. Social presence as one of the aspects of the pilot research in a ubiquitous society Senior researcher Dr. paed. Rita Birzina Kuala Lumpur, 14.11.2011

2. The aim of the research To explore good patterns of social presence in e-learning as a mediating factor to facilitate learning

3. Theoretical background The conceptual framework of the present research is based on: –systemic-constructivistic learning (Reich, 2005); –network learning (Siemens, 2004); –teaching and learning transaction model – CoI (Garrison et al., 2000, 2005); –learning as social practice (Greeno et all, 1996; Mayes&Freitas, 2004).

4. The research questions Does social presence facilitate e-learning? How does it facilitate e-learning?

5. The sample of the research The sample comprised 100 students of the higher educational institutions –University of Latvia, –Riga Lecturer Training and Educational Management Academy, –Jazeps Vitols Latvian Academy of Music, and –Riga Technical University, and –Riga evening school No 18. The group consisted of 87 female and 13 male students of the age from 19 to 54.

6. Research design The research had an explorative concurrent quantitative and qualitative mixed methods design (Tashakkori, Teddlie, 2003; Taylor, 1973; Dockrell & Hamilton 1983; Altheide & Johnson 1994; Mayring, Huber, Gürtler, 2007) which comprises the following stages: –data collection; –primary and secondary data processing; –an analysis of the findings and their joint interpretation. The priority is given to the quantitative aspect of the research.

7. The Design of the Questionnaire General informationUnderstanding of e-learning Personal meaning Sex Age Institution Course Study programme Experience of e-learning Computer literacy Computer accessibility Internet availability Conception Choice Opportunities Advantage Disadvantage Positive experience Negative experience Help of group-mates Help of lecturer Itself helps others Codes begin with G_Codes begin with E_Codes begin with P_

8. Elements of social, teaching, and cognitive presence ElementsCategoriesIndicators Social Presence Affective expression Open communication Group cohesion Emoticons Express trust and agreement Encourage collaboration Teaching Presence Design and organization Facilitating discourse Direct instructions Defining content and activities Sharing meaning Focusing discussion Cognitive Presence Triggering event Exploration Integration Resolution Sense of puzzlement Information exchange Connecting ideas Applying new ideas (Garrison et al., 2000, 2005, Vaughan and Garrison, 2006)

10. The Findings of the research

11. Items characterised Social Presence

12. The students’ comprehension of Social Presence

13. Conclusions gained in the pilot research

14. Conclusions (1) Using the findings of the systemic-constructivistic learning, network learning, learning as social practice, and teaching and learning transaction model a set of indicators was developed, which can be used to analyse the process of e- learning from the position of a student, an educator, and the e-environment. This set of indicators characterises necessary preconditions for the development of the students’ e-learning motivation, e-learning experience, knowledge and skills in using ICT, attitude to using e-learning, the choice of e-study forms and methods, and building e-community based on Teaching Presence, Social Presence, and Cognitive Presence.

15. Conclusions (2) Social presence is a critical factor in the building of community of learners. There are three categories of social presence: –affective expression, –open communication, –group cohesion. The data of the pilot research show that the students understate the ability to present oneself socially and affectively in a virtual environment which supports a sense of belonging in the course and is important for social interaction.

16. Conclusions (3) Open communication and group cohesion which is a key element for the students interaction in e-environment are more supported thus demonstrating a tendency recognise the role of open communication in e-learning, however, as the research shows, the virtual communication can not replace real communication and conversations. Social presence has a role of mediator in e-learning. E-learning is facilitated when there is effective communication between –lecturer  student, –student  lecturer, –student  student.

17. Students’ understandings of e-learning 1.E-learning is a perspective, but it is not the only form of learning and it would be best if could combine e-learning as distance learning form with face to face learning, it means, the priority is given blended learning; 2.E-learning is an opportunity for the students from aspect of the personal time management and flexibility, of combining work with studies;

18. Students’ understandings of e-learning 1.E-learning has a great potential for the offer different kinds of study materials. As it is shown in the research there are mainly lecture materials (text format, images and other static information), sometimes videos, demos, and interactive learning materials, includingcomputer assisted training, also tests, questionnaires and exercises, but practically are not used lecture videos and live lecture online, which would be very useful in learning and repeating; 2. E-learning is a challenge and a capability for the growth and development of the student as individual and social identity; for the development competence of self- learning and self-organisation;

19. Students’ understandings of e-learning 1.E-learning is a possibility to provide multiple forms of communication between the lecturer and student, student and student; it is most uncertain and sensitive issue revealed in this research. It means that socialisation in e-learning environment is one of the main factors which influences the effectiveness of the students’ e-learning and will require a deeper and more fundamental investigation.

20. Trends for future studies (1) Primary quantitative and qualitative data were obtained by means of a questionnaire using closed questions and open questions. In the analysis of the data, there were used only primary mathematical statistical data processing methods to reveal the research results (descriptive statistics depicted by tables and graphs). Thus, the interpretation of study data is limited, as is used only descriptive statistics and it would be significant to use secondary mathematical statistical data processing methods to reveal the hidden interconnections among Teaching Presence, Social Presence and Cognitive Presence and the comparison of the students from different target groups to find differences and common characteristics.

21. Trends for future studies (2) Since the number of respondents is small, it currently has been not performed qualitative data processing. Future research studies with larger sample number could be undertaken to further do the qualitative data processing by means of the programme AQUAD 7.0 to develop coding system based on the theories used in this research.

22. Trends for future studies (3) However, due to the small sample size the present research only highlights trends in understandings of e-learning it is possible to generalise these findings and they will be useful to further studies. Carried out research to be continued in the comparative international research which goal is to work out the proposals based on evidence practice on how to increase the ratio of inhabitants (aged 18-24) with basic and secondary education and who are ready to learn in order to attract they to school. It will be carry out in the framework of ESF project “The study “Identification and Analysis of New Challenges and Solutions that have Influence on Engagement and Reintegration of Adults (18-24 years) in Learning” (Latvia).

23. The benefit of this study could quote by the words of the respondents: Thank you for the opportunity to reflect on the effectiveness of the e-studies! I would like to see all the possibilities of what has been said the survey should be in e-learning environment.

24. Thank you for attention!