Online Interactions and Social Presence in Online Learning
Sang Joon Lee, Kun Huang, Mississippi State University, United States
Journal of Interactive Learning Research Volume 29, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The community of inquiry framework identified three essential elements of cognitive, social, and teaching presences for a successful online learning experience. Among them, social presence is key for developing personal relationships and enhancing collaboration and critical discourse in online courses. This study examined whether providing more time and opportunities for interactions would increase social presence in an online course, and whether social presence would be related to learning outcomes. The findings showed that providing more interaction opportunities during a regular 16-week semester helped students develop higher social presence, group cohesion in particular, in an online course than that in an intensive 5-week online course. However, there was no relationship between social presence and learning outcomes.
Lee, S.J. & Huang, K. (2018). Online Interactions and Social Presence in Online Learning. Journal of Interactive Learning Research, 29(1), 113-128. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)