The Relationship of Social Presence and Interaction in Online Classes

By C. Tu, M. Mcisaac. 2002

1,173 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/68d5fae1c612dde55db9b180b297951198c92c80

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Citations in the corpus

Understanding social presence in text‐based online learning environments (2008, background): “…2001) and the type of communicative task (Tu, 2001, 2002); (b) the particular traits of the individuals involved, including skills with the media (Tu & McIsaac, 2002), cultural dispositions for or against particular types of communication (Gunawardena, 1998; Tu, 2001), and confidence in…”
Being Online: Social Presence as Subjectivity in Online Learning. (2010, background): “1999 ; Tu and McIsaac 2002 ) which resembles ‘reading another mind’ (Biocca et al.”
How shall I trust the faceless and the intangible? A literature review on the antecedents of online trust (2010, background): “Within the context of online interaction, social presence can be viewed as the degree of feeling, perception, and reaction of being connected by computer-medicated communication to another intellectual entity through a text-based encounter (Tu & McIsaac, 2002).”
Age, gender, ethnicity and the digital divide: university students’ use of web‐based instruction (2006, background): “Finally, there are students who choose to refrain from using WBI due to personal motivations or predispositions (Haddon, 2000; Williams et al., 2000; Tu & McIsaac, 2002; Stanley, 2003).”
Measuring up Online: The Relationship between Social Presence and Student Learning Satisfaction. (2006, background): “Researchers do not always provide a definition of community or an explanation of the link between social presence, community, and learning (Jones, 1995; Gunawardena, 1995; Rourke, Anderson, Garrison, and Archer, 1999; Reid, 1995; Swan, 2002; Tu and McIsaac, 2002).”
Investigating factors that influence social presence and learning outcomes in distance higher education (2011, background): “…Gunawardena (1995) regarded social presence as the extent by which others are ‘being real’ in a mediated environment, others defined it as the level of perception or feeling of affective and psychological accessibility (Biocca, Harms, & Gregg, 2001) or affective connectedness (Tu & McIsaac, 2002).”
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2008, background): “…immediate responses, researchers in distance education have examined whether social presence is a critical factor affecting distance students’ learning (Gunawardena & Zittle, 1997; Richardson & Swan, 2003; Rourke, Anderson, Garrison, & Archer, 1999; Tammelin, 1998; Tu, 2001; Tu & McIsaac, 2002).”
Investigating students’ perceptions of instructional strategies to establish social presence (2018, background): “Research suggests that introductions can help establish social presence – that is, that someone is “real” and “there” (Gunawardena & Zittle, 1997; Rourke et al., 1999; Tu & McIsaac, 2002).”
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.”
Community College Online Course Retention and Final Grade: Predictability of Social Presence. (2009, background): “The greater the perception that social presence existed, the better the ability to substitute telecommunications media for face-to-face encounters and still achieve the desired collaborative outcome ( Tu & McIsaac, 2002 ).”
Toward an Understanding of How Threads Die in Asynchronous Computer Conferences (2005, background): “Research suggests that higher levels of social presence are associated with increased levels of interactivity among participants (Tu & McIsaac, 2002).”
Understanding the Impact of Opinion Leaders’ Characteristics on Online Group Knowledge-Sharing Engagement from In-Group and Out-Group Perspectives: Evidence from a Chinese Online Knowledge-Sharing Community (2019, background): “They emphasize a sense of identity and belonging [83,84].”