scholarly journals ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Karen Swan ◽  
Li Fang Shih
Keyword(s):  
Student Satisfaction ◽  
Social Presence ◽  
Course Design ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Influential Factor ◽  
Online Course ◽  
Mediated Communication ◽  
Quantitative Results

“Social presence,” the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods study built on previous research to explore in greater depth the nature of social presence and how it develops in online course discussions. The study combined quantitative analyses of survey results from students enrolled in four online graduate courses, and qualitative comparisons of students with the highest and lowest perceptions of social presence. Quantitative results revealed significant correlations between perceived social presence and satisfaction with online discussions, and teased apart the respective influences of the perceived presence of instructors and peers. The findings indicate that the perceived presence of instructors may be a more influential factor in determining student satisfaction than the perceived presence of peers. Correlations with other course and learner characteristics suggest that course design may also significantly affect the development of social presence. Qualitative findings support the quantitative results. In addition, they provide evidence that students perceiving the highest social presence also projected themselves more into online discussions,and reveal meaningful differences in perceptions of the usefulness and purpose of online discussion between students perceiving high and low social presence.

Examining Design Pattern Strategies as a Means to Achieve Social Presence in the Online Classroom

2015 ◽  
pp. 22-49
Author(s):  
Araminta Matthews ◽  
Robert M. Kitchin Jr.
Keyword(s):  
Social Interaction ◽  
Social Presence ◽  
Design Pattern ◽  
Design Patterns ◽  
Course Design ◽  
Online Courses ◽  
Web Design ◽  
Online Course ◽  
Design Learning ◽  
Potential Benefits

Design patterns have received much attention across multiple design domains where social interaction is a central goal because they have great potential for capturing and sharing design knowledge. Design patterns, design pattern language, and design pattern libraries demonstrate potential benefits to novice and expert online course designers. Trends affecting the growth of online courses and resultant pitfalls negatively affecting students and instructors indicate the need for social presence design. A literature review addresses the importance of social interaction, differentiated design, learning-oriented social networking, and Web design structures in an effort to assuage the experience of isolation reported by the majority of online students. The authors argue that design patterns are a method of overcoming many of these apparent obstacles to quality online course design and learning engagement. Additionally, they present example design patterns to solve specific social interacting problems.

scholarly journals Text-Based Versus Video Discussion to Promote a Sense of Community: An International Mixed-Methods Study

2021 ◽  
Vol 18 (3) ◽  
Author(s):  
Jackie Murphy ◽  
Kay Swartzwelder ◽  
Joanne Serembus Serembus ◽  
Shauna Roch ◽  
Shannon Maheu ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Social Presence ◽  
Sense Of Community ◽  
Online Community ◽  
Research Study ◽  
Online Courses ◽  
Online Discussions ◽  
Mixed Methods Study ◽  
Online Course ◽  
Mixed Methods Design

Creating an engaging online course where students feel part of an online community can be challenging even for the most experienced online educator. Online discussions are a common tool used to connect students in online courses, but it is often limited to text-based posts. This international research study compared the use of text-based versus video-based discussions in online courses to ascertain students’ perceptions of social presence. A mixed-methods design using a modified Social Presence, Likert-scale survey, and open-ended questions was utilized to evaluate students’ perceptions. The results showed that while students preferred text-based to video-based discussions, students perceived more social presence when using video-based discussions.

Examining Design Pattern Strategies as a Means to Achieve Social Presence in the Online Classroom

2016 ◽  
pp. 1571-1597
Author(s):  
Araminta Matthews ◽  
Robert M. Kitchin Jr.
Keyword(s):  
Social Interaction ◽  
Social Presence ◽  
Design Pattern ◽  
Design Patterns ◽  
Course Design ◽  
Online Courses ◽  
Web Design ◽  
Online Course ◽  
Design Learning ◽  
Potential Benefits

Design patterns have received much attention across multiple design domains where social interaction is a central goal because they have great potential for capturing and sharing design knowledge. Design patterns, design pattern language, and design pattern libraries demonstrate potential benefits to novice and expert online course designers. Trends affecting the growth of online courses and resultant pitfalls negatively affecting students and instructors indicate the need for social presence design. A literature review addresses the importance of social interaction, differentiated design, learning-oriented social networking, and Web design structures in an effort to assuage the experience of isolation reported by the majority of online students. The authors argue that design patterns are a method of overcoming many of these apparent obstacles to quality online course design and learning engagement. Additionally, they present example design patterns to solve specific social interacting problems.

scholarly journals Student Perceptions of the Use of Multimedia for Online Course Communication

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Laura Portolese ◽  
Julie Bonner
Keyword(s):  
Student Perceptions ◽  
Social Presence ◽  
Computer Mediated Communication ◽  
Multimedia Communications ◽  
Online Course ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Online Classrooms ◽  
Perceptions Of Students ◽  
Real Person

A great deal of research exists in the use of multimedia communications in online classrooms as a means of furthering student engagement. However, little research exists that examines the perceptions of students when such technologies are used. Additionally, it is unclear that students are likely to engage in the use of such technologies when available. This research explores the perceptions of 69 students taking both online and hybrid undergraduate project management courses. Specifically, the study seeks to explore how students experienced the use of multimedia by their instructor and classmates in both online announcements and discussions, as well as whether these same students used or would be likely to use multimedia for similar communications. Finally, student perceptions of social presence, the degree to which one is perceived as a real person in computer-mediated communication (Gunawardena, 1995), are examined. The results of the study indicate that while students overwhelming enjoy the instructor’s use of multimedia communication, they are unlikely to engage in using these technologies themselves. A discussion of these results and recommendations for further research complete this paper.

Examining Design Pattern Strategies as a Means to Achieve Social Presence in the Online Classroom

2015 ◽  
pp. 398-425
Author(s):  
Araminta Matthews ◽  
Robert M. Kitchin Jr.
Keyword(s):  
Social Interaction ◽  
Social Presence ◽  
Design Pattern ◽  
Design Patterns ◽  
Course Design ◽  
Online Courses ◽  
Web Design ◽  
Online Course ◽  
Design Learning ◽  
Potential Benefits

Design patterns have received much attention across multiple design domains where social interaction is a central goal because they have great potential for capturing and sharing design knowledge. Design patterns, design pattern language, and design pattern libraries demonstrate potential benefits to novice and expert online course designers. Trends affecting the growth of online courses and resultant pitfalls negatively affecting students and instructors indicate the need for social presence design. A literature review addresses the importance of social interaction, differentiated design, learning-oriented social networking, and Web design structures in an effort to assuage the experience of isolation reported by the majority of online students. The authors argue that design patterns are a method of overcoming many of these apparent obstacles to quality online course design and learning engagement. Additionally, they present example design patterns to solve specific social interacting problems.

Establishing Social Presence for Online Collaborative Learning

2011 ◽  
pp. 113-125 ◽  
Author(s):  
Harrison Hao Yang
Keyword(s):  
Collaborative Learning ◽  
Social Presence ◽  
Computer Mediated Communication ◽  
Teaching Presence ◽  
Practical Approach ◽  
Online Course ◽  
Conceptual Frameworks ◽  
Mediated Communication ◽  
Online Collaborative Learning ◽  
Computer Mediated

Establishing social presence in a text-based environment can be a challenge to teachers. This study discusses the main issues, controversies, and problems of social presence; provides conceptual frameworks of teacher’s role and teaching presence on computer mediated communication (CMC); and presents a sound practical approach incorporating teaching presence and social presence in a graduate asynchronous online course.

Social Presence

2010 ◽  
pp. 129-136 ◽  
Author(s):  
Patrick R. Lowenthal
Keyword(s):  
Social Presence ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Social Process ◽  
Mediated Communication ◽  
Major Form ◽  
Computer Mediated ◽  
The Social

Learning is a social process (Harasim, 2002; Swan & Shea, 2005; Tu, 2000). Discourse plays a key role in the social process of learning (Harasim, 2002). Therefore, it is extremely important that we understand how students and teachers socially interact in online courses where asynchronous computer-mediated communication (CMC) is the major form of discourse. Theories of social presence help explain how students and teachers interact and learn online.

Social Presence

2011 ◽  
pp. 1900-1906 ◽  
Author(s):  
Patrick R. Lowenthal
Keyword(s):  
Social Presence ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Social Process ◽  
Mediated Communication ◽  
Major Form ◽  
Computer Mediated ◽  
The Social

Learning is a social process (Harasim, 2002; Swan & Shea, 2005; Tu, 2000). Discourse plays a key role in the social process of learning (Harasim, 2002). Therefore, it is extremely important that we understand how students and teachers socially interact in online courses where asynchronous computer-mediated communication (CMC) is the major form of discourse. Theories of social presence help explain how students and teachers interact and learn online.

Planning, Designing, Implementing, and Managing Social Presence in Online Programs and Online Classes

2015 ◽  
pp. 346-372 ◽  
Author(s):  
Kartikeya Patel
Keyword(s):  
Student Satisfaction ◽  
Degree Completion ◽  
Social Presence ◽  
Course Design ◽  
Academic Program ◽  
Online Course ◽  
Online Classes ◽  
Online Programs ◽  
Design And Implementation ◽  
Audio Video

Social Presence plays important role in student learning, student retention, degree completion, and overall student satisfaction with the academic program. This chapter discusses the nature of social presence, the epistemological and psychological framework of social presence, contemporary social presence models, and planning, design, implementation, and management of social presence at the program and course levels. The planning and implementation of social presence at the program level is discussed with regard to online class size, faculty workload, Learning Management System (LMS), faculty and staff training, and social presence measurements. The planning, design, and implementation of social presence at the course level is discussed with regard to the online course syllabus, online course design, and techniques that help instructors in implementing social presence in asynchronous/synchronous, audio/video, or text-based online environments.

scholarly journals A framework for identifying and promoting metacognitive knowledge and control in online discussants

2009 ◽  
Vol 34 (2) ◽  
Author(s):  
Elizabeth Murphy
Keyword(s):  
Computer Mediated Communication ◽  
Online Discussions ◽  
Mediated Communication ◽  
Computer Based Learning ◽  
Regulatory Processes ◽  
Computer Mediated ◽  
Computer Based ◽  
Metacognitive Activity ◽  
And Control ◽  
Source Of Information

The effectiveness of computer-based learning environments depends on learners’ deployment of metacognitive and self-regulatory processes. Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity. However, existing models or frameworks (e.g., Henri, 1992) that support the identification and assessment of metacognition have been described as subjective, lacking in clear criteria, and unreliable in contexts of scoring. This paper develops a framework that might be used by researchers analysing transcripts of discussions for evidence of engagement in metacognition, by instructors assessing learners’ participation in online discussions or by designers setting up metacognitive experiences for learners. Résumé : L’efficacité des environnements d’apprentissage assistés par ordinateur repose sur l’utilisation de processus de métacognition et d’autorégulation par les apprenants. L’analyse de messages transmis dans un contexte de communication assistée par ordinateur peut constituer une source d’information sur l’activité métacognitive. Cependant, les modèles et cadres existants (p. ex. Henri, 1992) qui permettent la reconnaissance et l’évaluation de la métacognition ont été décrits comme subjectifs, dépourvus de critères clairs et peu fiables dans des contextes de notation. Cet article décrit un cadre qui pourrait être utilisé par les chercheurs qui analysent les transcriptions de discussions à la recherche de preuves d’engagement métacognitif, par les instructeurs qui procèdent à l’évaluation de la participation des apprenants à des discussions en ligne ou par les concepteurs qui élaborent des expériences métacognitives pour les apprenants.

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