The Measurement of Social Presence in an Online Learning Environment

By C. Tu. 2002

459 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/480254715d32d2c5d3b0a14bf5e205912e6a0fe7

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Citations in the corpus

The Relationship of Social Presence and Interaction in Online Classes (2002, methodology): “The CMC Questionnaire (Tu 2002), evaluating e-mail, bulletin board, and real-time chat, was used to measure online social presence and privacy.”
How shall I trust the faceless and the intangible? A literature review on the antecedents of online trust (2010, background): “The degree of social presence is determined not only by the characteristics of the medium and users’ perception (Tu, 2002a; Tu & McIsaac, 2002), but also by users’ activities (Tu, 2002a).”
Othering in online learning: an examination of social presence, identity, and sense of community (2017, background): “This refers to a sense of being socially present (Leh, 2001) and ‘connected to another intellectual entity’ (Tu, 2002, p. 2) in an online learning environment, to ease feelings of disconnection, isolation, and separation.”
Community matters: Social presence and learning outcomes (2013, background): “Social presence addresses the amount of salience one person has in interaction with another (Richardson & Swan, 2003; Tu, 2002).”
Community College Online Course Retention and Final Grade: Predictability of Social Presence. (2009, methodology): “The Social Presence and Privacy Questionnaire were based on a computer-mediated communication attitude instrument (Steinfield, 1986) and an instrument measuring perceived privacy (Witmer, 1997).”
Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature (2012, methodology): “Liu, Gomez, & Yen, 2009 A convenience sample of 108 students enrolled in one or more online courses at a suburban community college in Maryland The Social Presence and Privacy Questionnaire (SPPQ) developed by Tu (2000) were used to measure social readiness.”
Development and Validation of the Online Student Connectedness Survey (OSCS) (2012, methodology): “Discussion and Conclusion The research study conceptualizes student connectedness in online degree or certificate programs. The Online Student Connectedness Survey (OSCS) was developed, revised, and tested in order to provide researchers with a valid and reliable instrument. The connectedness survey”
Learning with Invisible Others: Perceptions of Online Presence and their Relationship to Cognitive and Affective Learning (2005, background): “Tu (2002), for example, argues that social presence is the degree of person-to-person awareness that occurs in a mediated environment.”
Measuring perceived sociability of computer-supported collaborative learning environments (2007, background): “Social presence is another factor inﬂuencing social interaction (Gunawardena, 1995; Tam-melin, 1998; Tu, 2000, 2002; Tu & Isaacs, 2002).”
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2008, methodology): “To aid quantitative analysis, Tu (2002) developed and validated an instrument, the Social Presence and Privacy Questionnaire (SPPQ), that measures the underlying dimensions of social presence.”