Social Presence and Online Learning: A Current View from a Research Perspective

Susan Copley Cobb

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Online and Blended Learning Virtual Reality Applications and Impacts Communication in Education and Healthcare

Abstract

While the development of online education has been progressing rapidly, further research is needed on the experiences of students in online courses. One concept that has been explored in relation to the quality of the online learning experience is social presence, the degree to which a person is perceived as “real ” in mediated communication. The purpose of this article is to discuss the findings regarding the Social Presence and Satisfaction instruments (Gunawardena & Zittle, 1997) used in a recent research study focusing on online learning. Background literature regarding social presence and existing studies of this construct in relation to online learning are analyzed. Descriptive statistics for the Social Presence Scale and Satisfaction Scale are presented and show that students in online courses feel comfortable relating and interacting in the online environment, and are satisfied with online courses. Findings support the continued reliability and validity of these scales and encourage further use of these scales in educational research.

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References

1999Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education 2011Reliability and Validity Assessment 1997Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment 1999Assessing Social Presence In Asynchronous Text-based Computer Conferencing 1965Eye-Contact, Distance and Affiliation 2003EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION 2002The Relationship of Social Presence and Interaction in Online Classes 1995Social Presence Theory and Implications for Interaction and Collaborative Learning in Computer Conferences

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