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Jennifer Blackwell OMDE 601 Section 9042 November 20,2013 Essay Assignment #3

The Role of Social Presence in Distance Education Introduction While many students are turning to distance education because of professional and personal obligations and the convenience of online learning, some students have indicated that they miss the face-to-face interactions that they could get in a more traditional classroom setting (Tucker, 2008). Technological advances provide varied opportunities for those who are geographically distant from one another to communicate. Such communications in distance learning environments commonly occur via text, and there may never be an opportunity to see the other person, whether it be the instructor or a fellow student, face-to-face. This paper will seek to explore whether social presence plays a role in a students ability to be successful in distance education, and how instructors can make learning more meaningful in this regard. Social Presence Theory Social presence theory refers to ones ability to feel connected with others and to feel a sense of belonging (Tucker, 2012). According to Annand (2011), social presence can be described as the projection of learners personal characteristics into a community of inquiry through use of emotional expression, open communication, and various means to establish group cohesion (p. 41). More simply put, it is ones ability to feel real and see others as being real (Borup, West & Graham, 2013). Social presence can generally be conveyed through non-verbal cues and body language; however, it is still possible to establish social presence when not in a face-to-face environment (Rourke, Anderson, Garrison & Archer, 1999).

Social presence can also be defined as ones ability to project themselves socially and affectively into a community of inquiry (Rourke, Anderson, Garrison & Archer, 1999, p. 50). Social presence is considered to be necessary for both cognitive and affective learning (Wei, Chen & Kinshuk, 2012). Students gain greater understanding of content, not just through their own life experiences but by learning and sharing in others experiences as well (Rourke, Anderson, Garrison & Archer, 1999). Group interactions are found to be more meaningful and stimulating when supported by social presence (Rourke, Anderson, Garrison & Archer, 1999). It allows individuals to get a feel for the personality of others. Additionally, stronger relationships are formed when interactions tend to be composed of conversational language related to feelings, humor, and personal stories (Rourke, Anderson, Garrison & Archer, 1999). These create a sense of belonging and forms connections among peers. Social Presence in Distance Education Distance education programs have a lower retention rate than those which occur in a more traditional face-to-face format (Borup, West & Graham, 2013). Researchers have conducted studies to determine what could be contributing to this trend, and the lack of perceived social presence has been determined to be one such factor (Borup, West & Graham, 2013). When teaching and learning occurs primarily online, as it does with distance education, students may find themselves unable or uncomfortable in having open discussions with their instructor and/or peers (Tucker, 2012). Generating welcoming feelings to encourage students participation and feelings of belonging in a virtual learning environment is simply different than in a face-to-face setting, and for most instructors, it appears to be rather difficult (Borup, West & Graham, 2013).

Studies show that students often feel secluded and alienated when taking online courses (Wei, Chen & Kinshuck, 2012). Conversations occurring asynchronously online, such as with discussion boards can result in students becoming disengaged due to the lack of high quality responses (Tucker, 2012). In fact, research shows that when students do not feel connected with their classmates, they become exasperated and will often shut-down (Tucker, 2012). When there is a perceived lack of social presence, students indicate that learning is less valuable and indicate cases of surface learning, in which the information presented is not deep and meaningful (Annand, 2011, p.42). Studies have also shown that when learners do not have a positive perception of social presence, they often rate the instructor as being ineffective (Wei, Chen & Kinshuk, 2012). Feelings of social presence increase student engagement and retention within distance education environments (Tucker, 2012). Bozkaya and Aydin (2008) report that there is a positive correlation between student satisfaction and social presence, and when social presence has been established, students tend to perform better and are more motivated . A study conducted by Bozkaya and Aydin (2008) revealed when learners feel like a part of a community, they feel more satisfied regarding both the instructor and the environment (p. 67). Fostering Social Presence Online education programs must go beyond simply focusing on the expected learner outcomes; they must also nurture the social needs of learners as well (Tucker, 2012). According to Rourke, Anderson, Garrison & Archer (1999), a learners social needs include the development of self-esteem and forming positive relationships with others. Given the positive correlation between learners feelings of social presence and their higher levels of satisfaction

and performance, instructors must ensure that they foster social presence in their online classrooms (Wei, Chen & Kinshuk, 2012). Using technology which provides for synchronous interactions, where students can actually see and hear each other in real-time, is an excellent way to nurture social presence in distance education. This allows for the transmission of nonverbal cues which can help reduce the feelings of distance and isolation (Bozkaya & Aydin, 2008). Further, it provides an opportunity for students who do not excel in purely text-based environments, a chance to have discussions in a format they are more comfortable with (Borup, West & Graham, 2013). According to Tucker (2012), real-time conversations provide immediate feedback and answers to questions, provide encouragement, foster learner perceptions that educators genuinely care and are invested, personally connected, and engaged with them (p. 177). Borup, West and Graham (2013) indicate that live video interactions can increase the richness of communication, and archiving these communications still assists those students who need the flexibility to access information at a time convenient for them (p. 49). Another way to encourage social presence development is to provide students with opportunities to share personal stories with their classmates and instructors. This allows both instructors and students to see the real person and to begin forming personal relationships (Tucker, 2012). According to Wei, Chen & Kinshuk (2012), Interaction encourages deep learning processes which take place when learners translate new information into engraved concepts and relate it to their life experiences (p. 530). Tucker (2012) recommends beginning each semester with an introduction activity in which students and instructors share personal information about their work, hobbies, family, etc. with their classmates. Additional activities and discussions which encourage the sharing of personal information and experiences should

continue to occur throughout the duration of the course to continue to nurture these relationships. During such interactions, instructors should engage with students in a way which is natural and conversational. Additionally, using humor has also been shown to increase students perception of social presence and has a positive effect on their level of engagement in discussions (Bozkaya & Aydin, 2008). Instructors can also establish social presence in their online classrooms by providing students with prompt and personalized feedback on assignments and discussions (Bozkaya & Aydin, 2008). Such feedback should be constructive and aide in establishing an environment of trust. Since student-instructor one-on-one time is often limited in distance education, providing specific feedback to each student on their progress can help to create that much needed connection between student and teacher (Annand, 2011). Consistent two-way communication, which occurs both inside and outside of the classroom, can also improve students perception of social presence (Annand, 2011). Research supports that an instructors level of presence directly influences a students level of participation and involvement in the course; therefore, when students see their instructor frequently engaged in discussions and making comments of high quality and substance, they are likely to do the same (Borup, West & Graham, 2013). Providing opportunities for collaborative group projects is another way to improve social presence. Annand (2011) stated, Without group-based interaction, learners cannot create the common values, goals, and language necessary for effective learning to occur (p. 43). Tucker (2012), states that social presence is more commonly achieved in small group settings as opposed to larger groups of individuals. For this reason, instructors should consider breaking down the class into smaller workable group sizes for specific projects and assignments. Group assignments should be created so that they stimulate frequent collaborative discussions and

interactions. Using team language such as we, our or us also helps to create social presence among group members (Rourke, Anderson, Garrison & Archer, 1999). Further, it signifies ones place within the team and creates a sense of community among a group of individuals who will likely never see each other in person (Borup, West & Graham, 2013, p. 48). Conclusion Advances in technology allow teaching and learning to occur online, without regard to time and distance challenges. However, while time and distance challenges may no longer be a hindrance to educational opportunities, more needs to be done to ensure that social presence is accounted for in our online interactions. Research supports a positive connection between students perception of social presence and their learning performance. Students who feel connected to their instructors and fellow classmates are more engaged in classroom discussions and assignments and feel that learning is more meaningful. Instructors who put forth the effort to enhance social presence in their online classrooms will reap the benefits of having more successful programs and greater student satisfaction.

References Annand, D. (2011). Social presence within the community of inquiry framework. International Review of Research In Open & Distance Learning, 12(5), 40-56. Borup, J., West, R. E., & Graham, C. R. (2013). The influence of asynchronous video communication on learner social presence: a narrative analysis of four cases. Distance Education, 34(1), 48-63. doi:10.1080/01587919.2013.770427 Bozkaya, M., & Aydin, . (2008). The relationship between teacher immediacy behaviors and learners perceptions of social presence and satisfaction in open and distance education: The case of Anadolu University open education faculty. Turkish Online Journal Of Educational Technology, 7(3), 64-70. Retrieved from http://www.tojet.net/ Rourke, L., Anderson, T., Garrison, D.R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 50 71. Tucker, S. Y. (2012). Promoting socialization in distance education. Turkish Online Journal Of Distance Education, 13(1), 174-182. Retrieved from http://www.tojet.net/ Wei, C., Chen, N., & Kinshuk. (2012). A model for social presence in online classrooms. Educational Technology Research & Development, 60(3), 529-545. doi:10.1007/s11423012-9234-9