scholarly journals Exploring Social Presence Theory in The Online Classroom: The Case for Online Presence

2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Mohd Ali Muhamad Don ◽  
Mohd Rilizam Rosli ◽  
Mohd Shukri Mohd Senin ◽  
Mohd Farhan Ahmad
Keyword(s):  
Social Presence ◽  
Online Classroom ◽  
Online Presence

Creating a Culture of Engagement

2015 ◽  
pp. 302-323
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

Prove You Are Not a Dog

2019 ◽  
pp. 201-216
Author(s):  
David J. Mulder
Keyword(s):  
Social Presence ◽  
Online Course ◽  
Instructional Designers ◽  
Online Classroom ◽  
Sense Of Presence ◽  
Desirable Feature ◽  
Real Person

Learning online can be isolating for students. Some students may prefer to be anonymous—on the outset, at least—until they feel comfortable participating in the course. Many instructors value interaction between students or between the student and the instructor, and without a sense of “presence” in the online classroom, some students will be reticent to participate. It is thus incumbent on instructors and instructional designers to create courses that foster interaction between users to develop this sense of being “a real person” online. This chapter examines the concept of social presence, articulates reasons high social presence is a desirable feature in an online course, and provides examples instructors and designers might draw upon for developing social presence in their own courses.

scholarly journals The switch to remote instruction in Spanish heritage language courses: Why social presence matters

2021 ◽  
Vol 8 (2) ◽  
pp. 185-214
Author(s):  
Angélica Amezcua ◽  
Anel Brandl ◽  
Evelyn Durán Urrea ◽  
Estrella Rodriguez
Keyword(s):  
Social Presence ◽  
Heritage Language ◽  
Online Survey ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Teaching Presence ◽  
Online Classroom ◽  
Virtual Courses ◽  
Language Courses ◽  
On Line

EN The pandemic amplified the educational disparities that Latinx students face in virtual courses. This research project describes Spanish Heritage Language (SHL) learners’ experiences with remote instruction, and it proposes using the Community of Inquiry Model (Garrison et al., 2000) and modified versions of the Theory of Social Presence (Fayram, 2017; Hauck & Warnecke, 2012; Strong et al., 2012; Whiteside, 2015) as guiding frameworks to obtain information about social presence (SP) aspects in the online classroom. A total of 126 SHL learners took a validated online survey to evaluate the challenges of switching to a remote modality of instruction. This research emphasizes the need to design effective online courses that foster SP as a key element to diminish feelings of isolation and encourage active participation in the classroom. We propose that teaching presence is an important component of social presence in online SHL courses, and we offer pedagogical implications for practitioners. Parole chiave: LATINX STUDENTS, SPANISH HERITAGE LANGUAGE COURSES, ONLINE CLASSES, SOCIAL PRESENCE ES La pandemia amplificó la disparidad educativa que el alumnado latino sufre en los cursos virtuales. Este proyecto describe las experiencias del alumnado latino en las clases virtuales de español como lengua de herencia (SHL) y propone el uso del modelo de la Community of Inquiry (Garrison et al., 2000) y la teoría de la Presencia Social (junto con sus modificaciones: Hauck & Warnecke, 2012; Fayram, 2017; Strong et al., 2012; Whiteside, 2015) como guía para entender la presencia social (PS) y sus factores en las clases virtuales. Un total de 126 participantes respondieron a un cuestionario en línea validado para evaluar los retos que supuso el cambio a una enseñanza a distancia. Los resultados indican la importancia de diseñar cursos virtuales efectivos que promuevan la presencia social como el elemento clave para disminuir el aislamiento y promover la participación activa en las clases. En este estudio proponemos que la presencia docente es un componente importante de la presencia social en la enseñanza virtual del español como lengua de herencia y ofrecemos implicaciones pedagógicas para el profesorado. Palabras claves: ALUMNADO LATINO, CURSOS DE ESPAÑOL COMO LENGUA DE HERENCIA, CURSOS EN LÍNEA, PRESENCIA SOCIAL IT La pandemia ha aumentato le disparità educative che studenti/esse latini/e affrontano nei corsi a distanza. Questo studio descrive le esperienze di apprendenti di Spagnolo come Lingua Ereditaria nella didattica a distanza (DaD), e propone l’uso del modello della Community of Inquiry (Garrison et al., 2000) e della Teoria della Presenza Sociale (con le sue variazioni: Hauck & Warnecke, 2012; Fayram, 2016; Strong et al., 2012; Whiteside, 2015) come modelli per ottenere informazioni su aspetti della presenza sociale (SP) durante le lezioni online. 126 studenti hanno risposto a un questionario validato online per valutare le sfide poste dal passaggio alla DaD. I risultati evidenziano la necessità di corsi online efficaci che promuovano la SP come fattore chiave per diminuire il senso di isolamento e incoraggiare una partecipazione attiva alla lezione. Viene suggerita la presenza dell’insegnante come componente importante della SP nei corsi online di SHL e vengono trattate le implicazioni pedagogiche per i docenti stessi. Parole chiave: STUDENTI LATINI, CORSI DI SPAGNOLO COME LINGUA EREDITARIA, LEZIONI ON-LINE, PRESENZA SOCIALE.

Creating a Culture of Engagement

2018 ◽  
pp. 332-354
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

scholarly journals Social Presence as Best Practice: The Online Classroom Needs to Feel Real

2020 ◽  
Vol 54 (1) ◽  
pp. 182-183
Author(s):  
Delton T. Daigle ◽  
Aaron Stuvland
Keyword(s):  
Social Presence ◽  
Best Practice ◽  
Online Classroom

scholarly journals Calculate the score of a social media profile and posts on twitter and other social media sites on the internet

2019 ◽  
Author(s):  
Ravin Kumar
Keyword(s):  
Social Media ◽  
Social Networking ◽  
Social Presence ◽  
The Internet ◽  
Fake News ◽  
Online Interactions ◽  
Online Presence

In the age of social networking, finding the worth of one’s social presence and online interactions can have a significant impact on tackling the problem of fake news. We are proposing a scoring mechanism which can also be used to calculate the worth of one’s online presence, and also to suggests numerical score to a particular thought posted on the internet.

scholarly journals Calculate the score of a social media profile and posts on twitter and other social media sites on the internet

2021 ◽  
Vol 2 (1) ◽  
pp. 22-24
Author(s):  
Pooja Chaudhary ◽  
◽  
Ravin Kumar
Keyword(s):  
Social Media ◽  
Social Networking ◽  
Social Presence ◽  
The Internet ◽  
Fake News ◽  
Online Interactions ◽  
Online Presence

In the age of social networking, finding the worth of one’s social presence and online interactions can have a significant impact on tackling the problem of fake news. We are proposing a scoring mechanism which can also be used to calculate the worth of one’s online presence, and also to suggests numerical score to a particular thought posted on the internet.

Exploring Social Presence in the Culturally Diverse Online Classroom

2018 ◽  
pp. 67-85
Author(s):  
Debra K. Smith
Keyword(s):  
Student Perceptions ◽  
Social Presence ◽  
Culturally Diverse ◽  
Single Case ◽  
Online Communication ◽  
Faculty Training ◽  
Instructional Designers ◽  
Online Classroom ◽  
Course Scheduling ◽  
Student Preference

This qualitative single-case study explored student perceptions associated with social presence in a graduate online course of culturally diverse learners. Findings included themes that align with Hofstede's (1984, 2011) cultural relationship domain indicating student preference for construction of schedules to create a cohort where students can stay together through future courses. Tu's (2000) online communication dimension was supported with findings of email and phone communication as the top two ways students prefer to interact with faculty. The feedback area of the LMS was a surprising third element in ratings and the number one ranking for documented weekly social interaction with the instructor. Specific challenges to social presence were language barriers, reported by all students in the class. Implications are presented for instructors, instructional designers, institution policy, course scheduling and faculty training initiatives.

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