Social Presence Theory: Relevance for HRD/VHRD Research and Practice

Bickle, Jason T.; Hirudayaraj, Malar; Doyle, Alaina

doi:10.1177/1523422319851477

Cited by 23 publications

(23 citation statements)

References 47 publications

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“…According to the social presence theory (Short et al 1976 ), all media which cause a user’s perception of a person being present can be defined as media with social presence (Dunlap and Lowenthal 2014 ; see also Bickle et al 2019 ). This means that users can identify groups within media, communicate openly in a trusting digital environment, and develop relationships by projecting individual personalities within media settings (Garrison 2016 ).…”

Section: Fundamental Theories On Social Processes In Digital Environmentsmentioning

confidence: 99%

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

et al. 2021

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For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes. To substantiate this theory, socio-cognitive theories are used, which predict social influences on learning with digital materials. Besides, previous empirical findings are presented assuming that with a rising number of social cues in digital materials, the influence of social processes increases. Finally, consequences regarding the design of digital learning media are discussed.

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Section: Fundamental Theories On Social Processes In Digital Environmentsmentioning

confidence: 99%

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

et al. 2021

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“…Such reports demonstrated several fears associated with the situation that made it difficult for students to cope. However, these reports also encouraged us to determine the impact of fear of COVID-19 on students' social presence and examine how it influences the quality of virtual interactions and outcomes (Bickle et al, 2019).…”

Section: Literature Review Online Learning and Fear Of Covid-19mentioning

confidence: 99%

“…Social presence is an essential component of students' satisfaction with online learning (Shea et al, 2001). It is described as "the degree to which a person is perceived to be a 'real person' in his/her technologically mediated communication or virtual environments" (p. 383), and the level of social presence influences the quality of virtual interactions and outcomes (Bickle et al, 2019). This aspect is considered a prominent indicator of students' motivation since, when they are engaged with instructors and peers, their responses are being valued, their queries are being addressed, and they feel more engaged and motivated (Woods & Baker, 2004).…”

Section: Social Presence and Online Learningmentioning

confidence: 99%

The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

Munir

Anwar

Kee

2021

IRRODL

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The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students’ motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students’ fear of COVID-19 and students’ social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21) was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes’ PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students’ social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students’ social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.

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“…When we speak of OFE, we are referring to the existence of a specific medium for knowledge transfer (Saifi et al, 2016). According to both social presence theory (Bickle et al, 2019) and media richness theory (Daft & Lengel, 1986), a specific task necessitates the use of a specific type of media channel; this is not necessarily the most advanced or richest, but rather the one that can provide sufficient resources to appropriately transmit and receive information in the most efficient manner (Ali et al, 2017).…”

Section: Knowledge Sharing Antecedentsmentioning

confidence: 99%

Mediation Effect of Knowledge Sharing Quality on Employee Creativity

Doronin¹,

Lei²,

HASSAN³

2022

IBR

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Employee creativity requires knowledge sharing, according to many experts. What aspects of the knowledge sharing cycle encourage employee creativity? In this study, authors examined three factors, i.e., ‘opportunity for exchange (OFE), value anticipation (VA), and motivation to engage (MTE)’, that influence the production of intellectual capital (as antecedents) and its effects on employee creativity (as outcomes) through knowledge sharing (KS) and quality of knowledge sharing (QKS: as mediating mechanism). To test the hypothesized relationships, Mplus was used to analyze 371 Russian IT employees. The findings suggest that OFE, VA and MTE are important antecedents of both KS and QKS. Moreover, KS and QKS mediates the relationship between antecedents (OFE, VA and MTE) and outcome variable (employee creativity). Theoretical contribution and future research are discussed.

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Social Presence Theory: Relevance for HRD/VHRD Research and Practice

Cited by 23 publications

References 47 publications

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

Mediation Effect of Knowledge Sharing Quality on Employee Creativity

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