Research On The Status Quo Of Students’ Social Presence In Online Live Learning And Its Improvement Strategies

With the rapid development of information technology,online live teaching has become an innovative teaching method that complements the traditional classroom due to its advantages such as spanning time and space,real-time interaction,and high-quality resource portability.During the critical period of the epidemic,the Education Office and other departments issued the "Notice on Work Arrangements for " No Suspension of Classes " During the Postponement of Primary and Secondary Schools" document,suggesting that online teaching should be combined with students’ independent learning.Online live class became the mainstream teaching method in primary and secondary schools at that time.It not only paid attention to the learning effect of students,but also paid attention to students’ inner perception of the classroom,and solved the needs of students for home learning.However,there is still a lack of teacher-student interaction in the online live broadcast of lectures in different places,and students feel the loneliness of learning and the low sense of social presence.Social presence,as an internal influencing factor of student learning satisfaction in an online education environment,has become an important tool for evaluating online learning effects.Therefore,what is the learning effect of the students in the live online class? What is the social presence perceived by students,how is it measured,and is it closely related to the learning effect? How to enhance the social presence? This research explored this.Based on the above issues,this research is based on constructivism,learning community theory and situational learning theory,mainly using literature research methods to comb and summarize the status quo of online live education and social presence at home and abroad,and design the social presence of students in online live classes.Dimensionality,using survey and research methods and advanced statistical analysis methods to develop a social presence measurement scale,which verifies the relationship between social presence and satisfaction,and finally proposes strategies to improve the social presence of middle school students.This research is divided into 3 phases.First,the literature research method were adopted to design the social presence dimension and preliminary scale.Middle school students who participated in live teaching in a certain city were selected as the research objects,and 120 valid questionnaires were issued and recovered.Exploratory factor analysis is used to classify and revise the social presence scale,and the reliability and validity are good.Finally,a three-factor structure model of social presence including the psychological participation dimension F1 of the collective influence of the class,the understanding communication dimension F2 of behavioral influence and the common space dimension F3 of environmental influence is formed.Among them,F1 includes two indicators of participation and attention and emotional spread,F2 includes two indicators of behavioral dependence and understanding and communication,and F3 includes two indicators of co-existence and media presence.Secondly,a formal questionnaire was designed using the revised social presence scale,including demographic information,social presence scale,and satisfaction scale.213 valid questionnaires were issued and collected for students who participated in the live broadcast class in a certain city..The confirmatory analysis of the social presence structure model was carried out using confirmatory factor analysis.The fitness index of the structure found that the model met the standard.The three-factor combination reliability of the formal scale was both greater than 0.7 and the average variance variance was greater than 0.4.Requirements,indicating that the reliability and validity of the online live class social presence scale designed in this study is relatively good.Third,the use of advanced statistical analysis methods includes descriptive statistics of basic demographic information,descriptive analysis of social presence and satisfaction levels,analysis of the difference between basic information variables(gender,grade and platform)and the level of social presence,and social presence and Correlation analysis and regression analysis of learning satisfaction have made statistics on the acceptance data of formal questionnaires.The results found that,first,the overall sense of social presence of students in live online classes is lower(M=2.25,SD=0.76),but boys are higher than girls,students in the first grade are higher than students in grade two,and the use of Ding Talk is higher than the use of Tencent Video.Second,the social presence of students in live online classes is highly correlated with satisfaction,with a correlation value of 0.8.Third,the social presence of students in live online classes has a direct effect on satisfaction,and the explanation degree is64%(R2=64%,F=377.619).Finally,the in-depth interview method was used to interview 5 students,5teachers,and 5 parents who participated in the online live class,explored and explained the questions in the online live class in the questionnaire,and proposed from the perspective of the three factors of social presence Strategies to enhance the social presence of students in online live broadcast classes,such as using task-driven teaching,organizing and mobilizing students’ learning enthusiasm,consciously cultivating student optimism,and enhancing the media richness of the live broadcast platform.This research enriches the application context of social presence,and provides reference value for the design and development of the school’s online live lesson platform,online live lesson teaching methods and course development.