The Intersection of Social Presence and Impression Management in Online Learning Environments

Abstract

In our day-to-day routines, we are being asked to extend ourselves into virtual environments that capture mere glimpses of who we are and what we think. As education focuses on the development of online learning environments, we are once again asked to recreate ourselves for another environment. This article explores aspects of social presence and impression management within formal and informal online learning environments. It will examine the point of intersection between the theories of social presence and impression management as they relate to social network and learning sites and discursive practices. Social presence is understood as a key component of the constructivist and situated learning that can take place in online learning environments. An individual's impression management, which might be understood as their ability to send/read, recognize and be recognized through those cues they choose to present, becomes intertwined with their learning experience. At what point do these two theories intersect, and what implications does this have for the design of online learning environments?

Bringing “Internationalization at Home” Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students

“…In contrast, the sociological literature indicates that global learning activities for sociology students have been based primarily on face-to-face interactions, say between international and domestic students on a campus, rather than online (see again Baldassar and McKenzie 2016; Mitchell 1995; Soria and Troisi 2014). Some studies have explored the influence of online learning environments on students’ impression management and social presence (Houtman, Makos, and Meacock 2014; Yildiz 2009) or elaborated on the practical intricacies of distance learning in cross-national European higher education (Young, Gehrmann, and Kerkmann 2003). However, the ramifications of using specifically online tools to facilitate social interactions are addressed in a fairly limited way and without the strong emphasis on intercultural or international exchange.…”

Online student perceptions of their communication preparedness

“…Are there specific communication skills that students lack in online courses that could be addressed through the provision of technology tutorials or resources or the clear communication of instructor expectations? Houtman et al. (2014) have suggested that scholars examine instruction of communication skills in online courses as an area ripe for investigation.…”

Social Presence: An Imperative in Online Learning Contexts

“…The interpersonal communication, cultural norms, and social behaviors developed for virtual environments should integrate practices that speak to the culture and ethnicity of the learning community (Altugan, 2015;Jayatilleke & Gunawardena, 2014). Hispanic college students come from rich cultural environments that promote dialogue, caring, a respect for cultural cues, and shared responsibility for constructing and maintaining their cultural heritage and experiences (Houtman, Makos, & Meacock, 2014). These strong cultural influences, which impact Hispanic student learning, are translatable to virtual learning contexts, particularly in course design.…”