Social Presence, Satisfaction, and Learning Outcomes in an Undergraduate Computer Programming Distance Course

Koutromanos, George; Bellou, Ioanna; Mikropoulos, Tassos A.

doi:10.1007/978-3-030-73988-1_23

Cited by 1 publication

(1 citation statement)

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“…Therefore, comprehending the concept of social presence and identifying the factors that influence it is crucial for effectively harnessing the online group learning processes for attaining desired positive learning and social outcomes. In this article, we focus on the first (i.e., the concept of social presence and its antecedents) and not so on the latter (i.e., how social presence affects learning processes and outcomes); see for this, for example, Hostetter (2013), Zhao et al (2014), Koutromanos et al (2021), and Kreijns et al (2023). Though, group learning (i.e., blended, hybrid, and online CSCL) is the backdrop from which we view social presence.…”

Section: Introductionmentioning

confidence: 99%

Towards a comprehensive framework of social presence for online, hybrid, and blended learning

Kreijns,

Yau,

Weidlich

et al. 2024

Front. Educ.

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Social presence, which refers to the psychological phenomenon of perceiving other persons in technology mediated communication as “real” and with whom one can connect, has gained an increasing interest by teachers and researchers involved in designing online, hybrid, and blended learning environments, particularly group learning settings known as computer-supported collaborative learning (CSCL). While some scholars attribute social presence primarily to the physical attributes of communication media, others emphasize the importance of social contextual and individual factors. Despite considering these factors, they still cannot fully explain the varying degrees of social presence experienced across different communication and collaboration modes and modalities. Consequently, there is a need for a more comprehensive theoretical account on the antecedents of social presence. In this article we propose such an account that integrates the social information processing (SIP) theory, construal level theory (CLT), and telepresence theory into one social presence framework. In line with CLT, we propose that social presence is also influenced by the impressions (construals) we construct from other persons not only through the accumulation of messages over time but also through the psychological distance we feel to those persons, which may be imposed by features of the communication media or realities of the learning context. Further, in line with telepresence theory, we propose that social presence is influenced by the sense of being “present” in the remote physical or virtual place, as this is where other salient persons “are.” This comprehensive theoretical framework allows us to understand varying degrees of social presence while in (pseudo) real-time and asynchronous communication and collaboration using a variety of different communication media ranging from text-based (e.g., e-mail, instant text messaging) to immersive (e.g., 3D computer generated; a physical remote place).

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Section: Introductionmentioning

confidence: 99%