Creating Social Presence in Online Environments

By Steven R. Aragon. 2003

580 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/451abed594b09eaa19be91fccbdb2a959bfb9e39

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Social Presence and Online Learning: A Review of Research (2011, background): “Current studies are in line with this idea and suggest that current communication media are sufficiently rich to support functioning communities (e.g., Aragon, 2003; Rourke et al., 1999; Rovai, 2002).”
Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework (2006, background): “Social presence is a factor that contributes to building a community of learners (Aragon, 2003; Bibeau, 2001; Garrison, Anderson, & Archer, 2000, Rovai, 2002; Tu & McIsaac, 2002) and some believe that social presence is one of the first components that must be established to initiate learning…”
The making of an exemplary online educator (2011, background): “Social presence can be summed up as inclusion and is considered to be centered in both intimacy and immediacy behaviors that are projected within the online medium (Aragon, 2003).”
Investigating factors that influence social presence and learning outcomes in distance higher education (2011, background): “Social presence has been emphasized as an important factor to be created, developed and sustained for successful learning ( [Aragon, 2003] , [Leh, 2001] and [48] ).”
Instructional-Design Theories and Models: Building a Common Knowledge Base. Volume III. (2009, methodology): “Johnson and Aragon (2003) similarly suggested that the instructor create an initial personal connection through an audio-streamed welcome message; where possible, the use of audio among all members of the class is desirable in order to imbue with emotion what text alone cannot do (Aragon, 2003).”
"It's Just Nice Having a Real Teacher": Student Perceptions of Online versus Face-to-Face Instruction (2015, background): “If no access to a web camera is available, audio files are also an effective way to create a presence (Aragon, 2003).”
SENSE OF COMMUNITY IN ONLINE COURSES (2006, unknown): “Social constructivism is one approach to design that can help students feel connected as they construct knowledge together (Aragon, 2003; Gunawardena & Zittle, 1997; Smith & Ragan, 2005; Wilson, Cordry, & King, 2004).”
What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning (2015, background): “Studies (Aragon, 2003; Beck & Kosnik, 2002; Wang, 2005) have highlighted the importance of social, affective support in relation to student satisfaction; there appears in the literature insufficient exploration of a profound causal relation between online emotionality and knowledge sharing and const”
Conceptualizing and Investigating Instructor Presence in Online Learning Environments. (2015, background): “, providing students timely feedback, using audio feedback, and using digital storytelling) have been found to enhance social presence (Aragon, 2003; Lowenthal & Dunlap, 2010; Rourke, Anderson, Garrison & Archer, 1999).”
Development and Validation of the Online Student Connectedness Survey (OSCS) (2012, background): “Teachers create social presence so that learners can feel at ease in the learning environment and feel comfortable interacting with their peers and the instructor (Aragon, 2003). Tu (2002) confirmed several factors that influence perceived student levels of social presence: social context, privacy, ”
Tweeting the Night Away: Using Twitter to Enhance Social Presence (2009, background): “For instance, Aragon (2003) identified over a dozen different ways to create social presence in online courses (e.g., incorporating audio and video, posting introductions, frequent feedback).”