Understanding social presence in text‐based online learning environments

By Benjamin A. Kehrwald. 2008

429 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ef40e7f5396a3f3110dee2dc9869a5c4c7b8be3d

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Improving online social presence through asynchronous video (2012, background): “Research has found that social presence can be established in a text-based course (Caspi & Blau, 2008; Garrison et al., 2000; Kehrwald, 2008; Rourke et al., 2001), but the absence of visual conversational cues can make it more difficult (Garrison & Arbaugh, 2007; Garrison et al., 2000; Rovai,…”
Creating effective student engagement in online courses: What do students find engaging? (2010, background): “Kehrwald (2008) defines social presence as " performative, that is, it was demonstrated by visible activity; posting messages, responding to others, and participating in the activities of the groups " (pp. 94-95).”
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement. (2016, background): “The results are consistent from the previous studies in that social interaction with instructors and peers in learning process helped students feel socially connected to others (Andresen, 2009; Kehrwald, 2008; So & Brush, 2008).”
Being Online: Social Presence as Subjectivity in Online Learning. (2010, background): “…social presence develops in a two-part process involving (a) the establishment of social presence as a sense of ‘being there with others’ in an online environment; and (b) ongoing demonstrations of social presence which create a sense of social presence that has continuity (see also Kehrwald 2008).”
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). (2015, background): “Student engagement is a key element in keeping students connected with the course and, thus, with their learning (Dennen, Darabi, & Smith, 2007; Kehrwald, 2008; Robinson & Hullinger, 2008; Shea, Li, & Pickett, 2006; Swan, Shea, Fredericksen, Pickett, Pelz, & Maher, 2000).”
Online Education and Its Effective Practice: A Research Review (2016, background): “To ensure the establishment and growth of effective social interaction, Kehrwald (2008) has identified three pre-conditions – ability, opportunity, and motivation – which he says should be structured through design and facilitation that can “(a) promote productive interactions; (b) prevent learners…”