On-line learning migration: from social learning theory to social presence theory in a CMC environment

By C. Tu. Journal of Network and Computer Applications, 2000

387 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/68a526df2fdc778f28985ab2f068b69645485683

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Citations in the corpus

A Constructivist Approach to Online Learning: The Community of Inquiry Framework (2009, background): “Noting the relationship between perceived presence and success in online courses, Tu (2000) linked the development of social presence in online courses to course design.”
Characteristics of the Discussion in Online and Face-to-Face Focus Groups (2002, background): “Social presence is the degree to which a medium conveys the immediacy of face-to-face conversation (Rice, 1993; Short, Williams, & Christie, 1976; Tu, 2000).”
ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS (2019, background): “Differences between courses (but not classes or instructors) points to the importance of instructional design in supporting the development of social presence, and thus supports Tu’s [22, 29] contention linking the two.”
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research (2003, background): “Finally, a group of educational researchers (e.g. Gunawardena, 1995; Gunawardena et al., 1997; Rourke, 2000a; Rourke et al., 1999; Tu, 2000) explain the lack of social interaction from a social presence theory perspective.”
Designing electronic collaborative learning environments (2004, background): “Social presence affects the degree of social interaction taking place in CSCL environments (Gunawardena, 1995; Tammelin, 1998; Tu, 2000, 2002; Tu & Isaacs, 2002).”
Investigating students’ perceptions of instructional strategies to establish social presence (2018, background): “…online educators began challenging earlier technologically deterministic perspectives of social presence that focused predominantly on how a communication medium influences the way people communicate (see Danchak, Walther, & Swan, 2001; Gunawardena, 1995; Gunawardena & Zittle, 1997; Tu, 2000).”
The Relationship of Social Presence and Interaction in Online Classes (2002, methodology): “Three dimensions of social presence were proposed from previous studies: social context, online communication, and interactivity (Tu 2000, 2001).”
Examining online social brand engagement: a social presence theory perspective (2017, background): “Proponents of social presence theory assert that perceptions of social presence are subjective, which depends on the medium’s objective quality (technological social presence) (Biocca and Harms, 2002; Gunawardena, 1995; Short et al., 1976; Tu, 2000; Walther, 1992).”
Measuring perceived sociability of computer-supported collaborative learning environments (2007, background): “ Tu (2000) , linking social learning theory to the concept of social presence, contends that social presence ‘‘is required to enhance and foster online social interaction, which is the major vehicle of social learning’’ (p. 27).”
Celebrity's self-disclosure on Twitter and parasocial relationships: A mediating role of social presence (2016, background): “In particular, Tu (2000) argues that social factors such as social and informal relationships and trust influence a feeling of social presence among online students.”