{"id":{"repo_id":"athabasca","oai_identifier":"oai:dt.athabascau.ca:10791/10"},"canonical_url":"https://search.dev.ndltd.org/etd/athabasca/oai:dt.athabascau.ca:10791/10","repository":{"repo_id":"athabasca","name":"Athabasca University","base_url":"https://dt.athabascau.ca/oai/request"},"display":{"title":"Social presence impacting cognitive learning of adults in distanced education (DE)","abstract":"2011-06","abstract_html":"2011-06","abstract_has_math":false,"creators":["Lane, Carol-Ann"],"institution":"Athabasca University","degree_name":"Master of Distance Education (MDE)","degree_level":"master's","degree_discipline":"Centre for Distance Education","degree_department":null,"school":null,"contributors":["Jones, Tom (Centre for Distance Education, Athabasca University)","Crawford, Gail (Centre for Distance Education, Athabasca University)","Cleveland-Innes, Marti (Centre for Distance Education, Athabasca University)","Hawranik, Pamela (Faculty of Graduate Studies, Athabasca University)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-09","date_published":"2011-05-09","updated_at":"2026-08-21T16:41:54Z","subjects":["social presence","cognitive learning","deep meaningful learning","cognitive presence","distance education","community of inquiry"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["TC-AEAU-10"],"render_values":[{"text":"TC-AEAU-10","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10791/10","outbound_label":"Handle","outbound_source":"dc:identifier"},"source_record":{"url":"https://dt.athabascau.ca/oai/request?verb=GetRecord&metadataPrefix=oai_etdms&identifier=oai%3Adt.athabascau.ca%3A10791%2F10","prefix":"oai_etdms"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jones, Tom (Centre for Distance Education, Athabasca University)","Crawford, Gail (Centre for Distance Education, Athabasca University)","Cleveland-Innes, Marti (Centre for Distance Education, Athabasca University)","Hawranik, Pamela (Faculty of Graduate Studies, Athabasca University)"]},{"key":"dc:creator","label":"Author","values":["Lane, Carol-Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-09"]},{"key":"dc:publisher","label":"Institution","values":["Athabasca University"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Centre for Distance Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Distance Education (MDE)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Athabasca University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social presence","cognitive learning","deep meaningful learning","cognitive presence","distance education","community of inquiry"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10791/10","https://dt.athabascau.ca/jspui/bitstream/10791/10/1/MasterThesisLane-v36-Apr282011.pdf","TC-AEAU-10"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2011-06","This study examines evidence that supports the assertion of social presence (sp) theory impacting the community of inquiry for cognitive learning in distance education (DE). This study tested the validity of social presence assertions with respect to developing deep meaningful learning (dml) from the perspective of students engaged in distance education Master’s studies. This study employed a convenient sample of students enrolled at the graduate level; due to limited participation generalizations cannot be made to any population. The mixed method study involved both a quantitative online survey with 36 questions and qualitative follow-up telephone interviews conducted with 4 participants. A target population of 290 participants was obtained resulting in 25 returned surveys. Findings concluded no significant relationship exists between social presence and deep meaningful learning, cognitive learning and building a community of inquiry for deep meaningful learning. Findings strongly suggest social presence acts as a hindrance to deep meaningful learning. The results of the study justify further investigation and future studies are strongly recommended."]},{"key":"dc:title","label":"Title","values":["Social presence impacting cognitive learning of adults in distanced education (DE)"]}]}],"canonical_facts":{"dc:contributor":["Jones, Tom (Centre for Distance Education, Athabasca University)","Crawford, Gail (Centre for Distance Education, Athabasca University)","Cleveland-Innes, Marti (Centre for Distance Education, Athabasca University)","Hawranik, Pamela (Faculty of Graduate Studies, Athabasca University)"],"dc:creator":["Lane, Carol-Ann"],"dc:date":["2011-05-09"],"dc:description":["2011-06","This study examines evidence that supports the assertion of social presence (sp) theory impacting the community of inquiry for cognitive learning in distance education (DE). This study tested the validity of social presence assertions with respect to developing deep meaningful learning (dml) from the perspective of students engaged in distance education Master’s studies. This study employed a convenient sample of students enrolled at the graduate level; due to limited participation generalizations cannot be made to any population. The mixed method study involved both a quantitative online survey with 36 questions and qualitative follow-up telephone interviews conducted with 4 participants. A target population of 290 participants was obtained resulting in 25 returned surveys. Findings concluded no significant relationship exists between social presence and deep meaningful learning, cognitive learning and building a community of inquiry for deep meaningful learning. Findings strongly suggest social presence acts as a hindrance to deep meaningful learning. The results of the study justify further investigation and future studies are strongly recommended."],"dc:identifier":["http://hdl.handle.net/10791/10","https://dt.athabascau.ca/jspui/bitstream/10791/10/1/MasterThesisLane-v36-Apr282011.pdf","TC-AEAU-10"],"dc:publisher":["Athabasca University"],"dc:subject":["social presence","cognitive learning","deep meaningful learning","cognitive presence","distance education","community of inquiry"],"dc:title":["Social presence impacting cognitive learning of adults in distanced education (DE)"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Centre for Distance Education"],"thesis:degree_level":["master's"],"thesis:degree_name":["Master of Distance Education (MDE)"],"thesis:institution_name":["Athabasca University"]},"updated_at":"2026-08-21T16:41:54Z"}