You are here:

Increasing Social Presence in Online Learning through Small Group Discussions
ARTICLE

; , Georgia Southern University

IRRODL Volume 17, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press

Full Text

Abstract

Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3.507, p = .001; social space, t(29) = 3.074, p = .005; and group cohesion, t(32) = 3.550, p = .001. We discuss how placing students in small and permanent discussion groups can augment social presence. Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions.

Citation

Akcaoglu, M. & Lee, E. (2016). Increasing Social Presence in Online Learning through Small Group Discussions. The International Review of Research in Open and Distributed Learning, 17(3),. Athabasca University Press. Retrieved April 19, 2021 from .

Keywords

References

View References & Citations Map
  1. Abedin, B., Daneshgar, F., & D’Ambra, J. (2012). Do non-task interactions matter? The relationship between non-task sociability of computer supported collaborative learning and learning outcomes. British Journal of Educational Technology, 43, 385–397. Retrieved from
  2. AbuSeileek, A.F. (2012). The effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills. Computers and Education, 58(1), 231–239. Retrieved from http://dx.doi.org/10.1016/J.compedu.2011.07.011
  3. Aragon, S.R. (2003). Creating social presence in online environments. New Directions for Adult and Continuing Education, 100, 57–68. Retrieved from http://dx.doi.org/10.1002/ace.119
  4. Biocca, F., Harms, C., & Burgoon, J. (2003). Toward a more robust theory and measure of social presence: Review and suggested criteria. Presence, 12(5), 456–480. Retrieved from http://dx.doi.org/10.1162/105474603322761270
  5. Burgoon, J.K., Bonito, J., Ramirez, A., Kam, K., Dunbar, N.E., & Fischer, J. (2002). Testing the interactivity principle: Effects of mediation, propinquity, and verbal and nonverbal modalities in interpersonal interaction. Journal of Communication, 52(3), 657–677. Retrieved from
  6. Borup, J., West, R.E., & Graham, C.R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195–203. Retrieved from http://dx.doi.org/10.1016/J.iheduc.2011.11.001
  7. Brandon, D.P., & Hollingshead, A.B. (1999). Collaborative learning and computer-supported groups. Communication Education, 48(2), 109–126. Retrieved from http://dx.doi.org/10.1080/03634529909379159
  8. Corbin, J., & Strauss, A. (2008). Basics of qualitative research. Thousand Oaks, CA: Sage.
  9. Culnan, M.J., & Markus, M.L. (1987). Information technologies. In F.M. Jablin, L.L. Putnam, K.H. Roberts, & L.W. Porter (Eds.), Handbook of organizational communication: An interdisciplinary perspective (pp. 420–443). Newbury Park, CA: Sage.
  10. Dooley, K.E., & Wickersham, L.E. (2007). Distraction, domination, and disconnection in whole-class online discussions. Quarterly Review of Distance Education, 8(1), 1–8.
  11. Gao, Q., Dai, Y., Fan, Z., & Kang, R. (2010). Understanding factors affecting perceived sociability of social software. Computers in Human Behavior, 26, 1846–1861. Retrieved from
  12. Gunawardena, C.N., & Zittle, F.J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11(3), 8–26. Retrieved from http://dx.doi.org/10.1080/08923649709526970
  13. Hackman, M.Z., & Walker, K.B. (1990) Instructional communication in the televised classroom: The effects of system design and teacher immediacy on student learning and satisfaction. Communication Education, 39(3), 196–209. Retrieved from
  14. Hare, A.P. (1962). Handbook of small group research. New York, NY: The Free Press of Glencoe. Increasing Social Presence in Online Learning through Small Group Discussions Akcaoglu and Lee
  15. Hamann, K., Pollock, P.H., & Wilson, B.M. (2012). Assessing student perceptions of the benefits of discussions in small-group, large-class, and online learning contexts. College Teaching, 60(2), 65–75. Retrieved from http://dx.doi.org/10.1080/87567555.2011.633407
  16. Jaques, D., & Salmon, G. (2007). Learning in groups: A handbook for face-to-face and online environments. New York, NY: Routledge.
  17. Johnson, S.D., & Aragon, S.R. (2003). An instructional strategy framework for online learning environments. In S.R. Aragon (Ed.), Facilitating learning in online environments (pp. 31–43).
  18. Kreijns, K., Kirschner, P.A., Jochems, W., & Van Buuren, H. (2004). Determining sociability, social space, and social presence in (a) synchronous collaborative groups. Cyberpsychology & Behavior, 7(2), 155–172. Retrieved from
  19. Kreijns, K., Kirschner, P.A., Jochems, W., & Van Buuren, H. (2007). Measuring perceived sociability of computer-supported collaborative learning environments. Computers& Education, 49(2), 176– 192. Retrieved from http://dx.doi.org/10.1016/J.compedu.2005.05.004
  20. Kreijns, K., Kirschner, P.A., & Vermeulen, M. (2013). Social aspects of CSCL environments: A research framework. Educational Psychologist, 48(4), 229–242. Retrieved from http://dx.doi.org/10.1080/00461520.2012.750225
  21. Laffey, J., Lin, G.Y., & Lin, Y.M. (2006). Assessing social ability in online learning environments. Journal of Interactive Learning Research, 17(2), 163–177.
  22. Lowry, P.B., Roberts, T.L., Romano, N.C., Cheney, P.D., & Hightower, R.T. (2006). The impact of group size and social presence on small-group communication: Does computer-mediated communication make a difference? Small Group Research, 37(6), 631–661. Retrieved from
  23. Mayer, R.E. (2005). Principles of multimedia learning based on social cues: Personalization, voice and image principles. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 201–212). New York, NY: Cambridge University Press.
  24. Milliken, F.J., & Martins, L. (1996). Searching for common threads: Understanding the multiple effects of diversity in organizational groups. Academy of Management Review, 21, 402–433.
  25. Price, J.L., & Mueller, C.W. (1986). Handbook of organizational measurement. Marshfield, MA: Pitman.
  26. Richardson, J.C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.
  27. Rourke, L., & Anderson, T. (2002). Exploring social communication in computer conferencing. Journal of Interactive Learning Research, 13(3), 259–275.
  28. Rourke, L., Anderson, T., Garrison, D.R., & Archer, W. (1999). Assessing social presence in asynchronous, text-based computer conferences. Journal of Distance Education, 14(3), 51–70.
  29. Rovai, A.P. (2001). Building classroom community at a distance: A case study. Educational Technology Research and Development Journal, 49(4), 33–48. Retrieved from http://dx.doi.org/10.1007/bf02504946
  30. Rovai, A.P. (2002). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/79/152
  31. Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London, UK: John Wiley& Sons.
  32. Sproull, L., & Faraj, S. (1997). Atheism, sex, and databases: The net as a social technology. In S. Kiesler (Ed.), Culture of the internet (pp. 35–52). Mahwah, NJ: Lawrence Erlbaum.
  33. Sung, E., & Mayer, R.E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5), 1738–1747. Retrieved from
  34. Swan, K., & Shih, L.F. (2005). On the nature and development of social presence in online discussions. Journal of Asynchronous Learning Networks, 9(3), 115–136.
  35. Tu, C.H. (2002). The measurement of social presence in an online learning environment. International Journal on E-Learning, 1(2), 34–45.
  36. Walther, J.B. (1992). Interpersonal effects in computer-mediated interaction: A relational perspective. Communication Research, 19(1), 52. Retrieved from
  37. Yen, C., & Tu, C. (2011). A multiple-group confirmatory factor analysis of the scores for online presence: Do they measure the same thing across cultural groups? Educational Computing Research, 44(2), 219–242. Http://dx.doi.org/10.2190/ec.44.2.e

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Links

Also Read

Related Collections