Determining Sociability, Social Space, and Social Presence in (A)synchronous Collaborative Groups

Abstract

The effectiveness of group learning in asynchronous distributed learning groups depends on the social interaction that takes place. This social interaction affects both cognitive and socioemotional processes that take place during learning, group forming, establishment of group structures, and group dynamics. Though now known to be important, this aspect is often ignored, denied or forgotten by educators and researchers who tend to concentrate on cognitive processes and on-task contexts. This "one-sided" educational focus largely determines the set of requirements in the design of computer-supported collaborative learning (CSCL) environments resulting in functional CSCL environments. In contrast, our research is aimed at the design and implementation of sociable CSCL environments which may increase the likelihood that a sound social space will emerge. We use a theoretical framework that is based upon an ecological approach to social interaction, centering on the concept of social affordances, the concept of the sociability of CSCL environments, and social presence theory. The hypothesis is that the higher the sociability, the more likely that social interaction will take place or will increase, and the more likely that this will result in an emerging sound social space. In the present research, the variables of interest are sociability, social space, and social presence. This study deals with the construction and validation of three instruments to determine sociability, social space, and social presence in (a)synchronous collaborating groups. The findings suggest that the instruments have potential to be useful as measures for the respective variables. However, it must be realized that these measures are "first steps."

Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

“…In order to help create social presence within the computer supported collaborative learning (CSCL) environment, the environment must lend itself to the creation of a social space (Kreijns et al, 2004). Social space refers to the social interactions that occur among group members, the established group culture wherein beliefs and rules are developed, and the group ideals (Remesal & Colomina, 2013).…”

Associations Between Older Adults' Spoken Interactive Health Literacy and Selected Health Care and Health Communication Outcomes

“…Another possible logistical efficiency may lie in using Internet instant messaging instead of speech to assess competence in interaction (Spitzberg, 2006). Instant messaging is by no means isomorphic with face-to-face interaction, however, it does share some characteristics (Kreijns, Kirschner, Jochems, & Buuren, 2004), including the capacity to support information-seeking discourse. Instant messaging scripts would allow for greater efficiencies in scoring.…”

The Impact of Lecturers’ Thinking Styles on Students’ Creativity in Distance Higher Education

“…Online collaborative learning environments have the potential to support teaching and learning relying on social interaction between group members (Kreijns et al, 2004). The best way of grouping lies in each single group containing students with different thinking styles, which bring forth better cooperative results.…”