Social PresenceWhat is it? And how do we measure it?

Social PresenceWhat is it? And how do we measure it?

{ Patrick R. Lowenthal @ Boise State University }

Research on Social Presence

Researchers have shown—in varying degrees:•A relationship between social presence & student satisfaction

•A relationship between social presence & the development of a community of learners

•A relationship between social presence & perceived learning

Conceptual Framework

Social Social PresencePresence

Cognitive Cognitive PresencePresence

Teaching Teaching PresencePresence

Educational Educational ExperienceExperience

Social Presence

disclose

Affective

•Expression of Emotions

•Use of humor

•Self-disclosure

Cohesive

•Vocatives

•Use of inclusive pronouns

•Phatics / Salutations

Interactive

•Continuing a thread

•Quoting from other messages

•Referring explicitly to other messages

•Asking questions

•Complimenting / Expressing appreciation

Social Presence

+ + =

MethodMethod

Mixed MethodsResearch Question

How does social presence manifest in a graduate education asynchronous online course?

ResultsResults

Phase 1 Word Count

Phase 2 Content Analysis

Phase 2 Content AnalysisStage One: Frequency Across All Forums

Phase 2 Content AnalysisStage One: Frequency Across All Forums

Phase 2 Content AnalysisStage Two: Frequency within different forums

Phase 2 Content AnalysisStage Two: Frequency within different forums

Phase 2 Content AnalysisStage Two: Frequency within different forums

Phase 2 Content AnalysisStage Three: Frequency across students

Phase 2 Content AnalysisStage Three: Frequency across students

Phase 3 Constant Comparison

Reading Group E ~ Lowest Social Presence

Students began the threaded discussion (which spanned two

months) with chit chatting and telling personal stories but

quickly changed their focus to the task at hand of

discussing public policy in general and the readings in

particular; overtime the focus of the discussion was solely

on the reading and public policy—by this point the

discussion largely consisted of students posting questions

and the instructor answering the questions.

Phase 3 Constant Comparison

Pair 9~ Highest Social Presence

Students who have a past relationship and spend time with each other either professionally (e.g., we are fortunate enough to work together) or personally outside of class can have an easier time collaborating with each other because of their past relationship, shared experiences, and geographic closeness which others might not have. These benefits can help them NOT to be alone, give them opportunities to chat a lot, provide a strong and safe foundation to openly share how they are struggling personally and professionally, and to regularly meet face-to-face.

DiscussionDiscussion

Key Findings

Results suggest the the following are important:

Other FindingsOther findings from this study are:

•Situational variables matter: There really isn’t simply one type of CMC--the publicness, group nature of online discussions, people’s growing use of CMD, instructor’s role all matter

•Unit of analysis matters

•All indicators are not equal

•Differences between CoI survey and Indicators

Other FindingsOther findings from this study are:

•Situational variables matter: There really isn’t simply one type of CMC--the publicness, group nature of online discussions, people’s growing use of CMD, instructor’s role all matter

•Unit of analysis matters

•All indicators are not equal

•Differences between CoI survey and Indicators

Patrick R. Lowenthalpatricklowenthal@boisestate.eduwww.patricklowenthal.com

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