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.

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.

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.

scholarly journals A Review on the Efficacy of Immediacy Factors towards Achieving Communication Satisfaction via Email among Academic Staff

2018 ◽  
Vol 9 (3) ◽  
pp. 233-241
Author(s):  
Chinedu Eugenia Anumudu ◽  
Mal-Imran Yasin ◽  
Ahmad Ghazali Akmar ◽  
Muhammad Pauzi Latif
Keyword(s):  
Social Presence ◽  
Mixed Method ◽  
Review Paper ◽  
Academic Staff ◽  
Computer Mediated Communication ◽  
Communication Satisfaction ◽  
Mediated Communication ◽  
Quantitative Studies ◽  
Computer Mediated ◽  
Computer Mediated Communications

Abstract The review paper intensively explored immediacy factors influencing communication satisfaction through asynchronous computer mediated communication mediums. Immediacy is one of the constructs of social presence theory deemed capable of compelling communication satisfaction on asynchronous computer mediated communications. It has been established in numerous related studies conducted on asynchronous virtual mediated channels. However, little or no consideration seemed to have been given to exploring these immediacy factors towards ascertaining communication satisfaction via email, as one of the asynchronous mediated communications. The need to study this via email is essential, especially towards making it more efficient since it still remained the third means of communication predominantly used for dispatching corporate issues. In this review, prompt feedback, approachability and similarity personality were the dimensions of immediacy explored in relations to the effectiveness towards attaining communication satisfaction on asynchronous virtual communications. The findings showed that these dimensions examined were capable of inspiring immediacy towards achieving communication on asynchronous computer mediated channels. Therefore, it is expected that these may equally motivate communication satisfaction via email as one of asynchronous virtual mediums. It also showed that most of the studies so far conducted were dominated by qualitative and mixed-method approaches. Few quantitative studies encountered in the review appeared lacking the capacity of generalizing the outcomes due to respondents’ poor turnout rate and inadequate sample sizes issues. Thus, empirical quantitative studies are still needed via email mode of interaction in order to resolve these issues and for revalidating the outcomes of the review.

Exploring Online Dating in Line With the “Social Compensation” and “Rich-Get-Richer” Hypotheses

2019 ◽  
pp. 98-113
Author(s):  
Samantha Stinson ◽  
Debora Jeske
Keyword(s):  
Social Presence ◽  
Online Dating ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Self Presentation ◽  
Personal Variables ◽  
Computer Mediated ◽  
The Social ◽  
Survey Results ◽  
The Rich

Computer-mediated communication offers a range of potentially appealing features, including selective self-presentation, social presence control, and simultaneous as well as asynchronous interaction tools. The study examines the influence of personality (introversion and extraversion) and personal variables (social anxiety and public self-consciousness) on online dating preferences from two competing perspectives: the “social compensation” (SC) hypothesis and the “rich-get-richer” (RGR) hypothesis. Survey results (N = 162) revealed that the SC and RGR hypotheses do not hold true within the context of online dating. The findings suggest a stronger role of social influence (e.g., peers) in the decision to online date. The SC and RGR hypotheses may be limited in terms of the extent to which these frameworks adequately explain this online behavior. This may also be due to the increasing popularity of online dating sites, which may make personality and personal traits less informative of whether individuals will opt to use such services.

scholarly journals Explicating Cues: A Typology for Understanding Emerging Media Technologies

2019 ◽  
Vol 25 (1) ◽  
pp. 32-43
Author(s):  
Kun Xu ◽  
Tony Liao
Keyword(s):  
Social Presence ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Important Concept ◽  
Media Technologies ◽  
Emerging Media ◽  
Computing Technologies ◽  
Computer Mediated ◽  
The Relationship

Abstract Cues have long been an important concept in computer-mediated communication (CMC), as several core theories have utilized cues to explain how they get filtered and interpreted through technologies. As computing technologies evolved, other related fields have also adopted cues as a concept for understanding technological interaction. Given the pervasive nature of cues, this article first explicates the concept and creates a typology of cues based on how different fields have studied them. It then examines key differences in how existing theories approach cues and their assumptions behind cues, and further pulls apart the relationship between different cue categories and their potential effects on social presence. Lastly, we explain how researchers could draw on this typology to understand the increasingly multifaceted ways that emerging media technologies present cues and evoke social presence. A clear typology of cues is necessary both to clarify the term and help guide future evolutions of CMC.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 192-211
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 3084-3103
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

Computer-Mediated Knowledge Sharing

2008 ◽  
pp. 89-109 ◽  
Author(s):  
Kimiz Dalkir
Keyword(s):  
Knowledge Sharing ◽  
Social Presence ◽  
Computer Mediated Communication ◽  
Knowledge Exchange ◽  
Future Research ◽  
Mediated Communication ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Number Of Factors ◽  
Computer Mediated

Computer-mediated communication has become the foremost means of sharing knowledge in today’s knowledge-based economy. However, not all Internet-based knowledge-sharing channels are created equal: they differ in their effectiveness when used for exchanging knowledge. A number of factors influence the efficacies of knowledge exchange, including: (1) characteristics of the knowledge being exchanged and, (2) characteristics of the channels used. It is therefore necessary to define key knowledge and channel attributes in order to understand how knowledge can be effectively shared using computers. This chapter examines the computer-mediated knowledge sharing mechanisms and proposes a typology based on media richness and social presence characteristics that can serve as a preliminary conceptual basis to select the most appropriate channel. The chapter concludes with a discussion of key issues and future research directions. While much of the research has been done in organizational settings, the chapter is applicable to all forms of computer-mediated communication.

Sign in / Sign up

Export Citation Format

Share Document