The effects of teacher social presence on student satisfaction, engagement, and learning

Alyssa Wise, J. Chang, T.M. Duffy, R. del Valle

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Original languageEnglish (US)
Title of host publicationProceedings of the 6th International Conference of the Learning Sciences (Los Angeles, CA)
PublisherInternational Society of the Learning Sciences (ISLS)
Pages568-575
StatePublished - 2004

Cite this

Wise, A., Chang, J., Duffy, T. M., & del Valle, R. (2004). The effects of teacher social presence on student satisfaction, engagement, and learning. In Proceedings of the 6th International Conference of the Learning Sciences (Los Angeles, CA) (pp. 568-575). International Society of the Learning Sciences (ISLS).

The effects of teacher social presence on student satisfaction, engagement, and learning. / Wise, Alyssa; Chang, J.; Duffy, T.M.; del Valle, R.

Proceedings of the 6th International Conference of the Learning Sciences (Los Angeles, CA). International Society of the Learning Sciences (ISLS), 2004. p. 568-575.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Wise, A, Chang, J, Duffy, TM & del Valle, R 2004, The effects of teacher social presence on student satisfaction, engagement, and learning. in Proceedings of the 6th International Conference of the Learning Sciences (Los Angeles, CA). International Society of the Learning Sciences (ISLS), pp. 568-575.
Wise A, Chang J, Duffy TM, del Valle R. The effects of teacher social presence on student satisfaction, engagement, and learning. In Proceedings of the 6th International Conference of the Learning Sciences (Los Angeles, CA). International Society of the Learning Sciences (ISLS). 2004. p. 568-575
Wise, Alyssa ; Chang, J. ; Duffy, T.M. ; del Valle, R. / The effects of teacher social presence on student satisfaction, engagement, and learning. Proceedings of the 6th International Conference of the Learning Sciences (Los Angeles, CA). International Society of the Learning Sciences (ISLS), 2004. pp. 568-575
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