1. Creating Social Presence in Online Learning Carol Hostetter, PhD Indiana University Funded in part by: The Mack Center for Inquiry on Teaching and Learning The Indiana University Scholarship of Teaching and Learning Program chostett@indiana.edu

2. Goals 1.To examine the relationship between social presence and student learning outcomes in an online class 2.To brainstorm increasing social presence in our classes

3. Question for later discussion Do you think social presence (or, learning community) is a useful concept for online teaching in your discipline? Why or why not?

4. Theoretical Background Teacher Immediacy Behavior From the field of communication education based on Mehrabian & Wiener (1968) in psychology. Immediacy can be defined as the amount of “perceived physical and/or psychological closeness between people” (Christophel, 1990, p. 325).

5. Social Presence Immediacy behaviors gave rise to the concept of social presence, from social psychology (Short, Williams, and Christie, 1976). Social presence is “the degree to which a person is perceived as a ‘real person’ in mediated communication” (Gunawardena, 1995, p.151).

6. Social Presence Studies have shown that “…users of computer networks are able to project their identities whether `real’ or `pseudo,’ feel the presence of others online, and create communities with commonly agreed on conventions and norms …” (Gunawardena, 1995, p. 151). Students were able to “create social presence by projecting their identities and building online communities” (p. 163).

7. What is Your Social Presence?

8. Link between Social Presence and Community What is meant by “create communities with commonly agreed on conventions and norms” and “building online communities?” Merriam-Webster’s dictionary defines community as “an interacting population of various kinds of individuals in a common location”

9. Link between Social Presence and Community Reid (1995) describes the link between social presence and community: Social Presence Common Communication Social Interaction Common Culture Community

10. Link between Social Presence and Learning? If there is a link, what might be the connection? Learning takes place in a social environment, and cognitive understanding and personal construction of knowledge depend on relations with others (Fung, 2004; Richardson and Swan, 2003; Vygotsky, 1978). Creating a safe environment for a learning community in class allows students to take risks and collaborate in an authentic manner (Bonk, 2002).

11. Question for discussion Do you think social presence (or, learning community) is a useful concept for online teaching in your discipline? Why or why not?

12. Research Questions 1.What is the evidence of social presence in a) students’ communication in an online discussion forum and in b) an attitudinal survey? 2.What pedagogical methods affect students’ perceptions of social presence? 3.What is the relationship between social presence and students’ learning outcomes?

13. To Facilitate Social Presence in Online Classes Mandatory participation in discussion forum Weekly papers synthesizing readings, with prompt and detailed feedback from the instructor Dyadic PowerPoint presentations Model social presence in communications from instructor to students – use of names, discussions of personal context, expression of feelings and humor when appropriate

14. 14 Structure of Online Course On Mondays, log on to check assignments and read lectures. By Wednesdays at 5 pm your response to the discussion forum question is due. WarmUps are due at 9 am Monday morning on the day they are listed on the syllabus, unless otherwise noted. For example, the first WarmUp is listed on the syllabus for 1-19, so it is due by 9 am on 1-19. Check the course announcements for possible changes in assignments or schedules as we adjust to our learning needs and changing context.

15. 15 Assignments and Weights Participation in Discussion Forum – 10 pts. WarmUps – 33 pts. Annotated Bibliography – 7 pts. Group Presentation – 20 pts. Final Paper – 30 pts.

16. 16 Discussion Forums Unit One Discussion topics due 1-21 midnight Discussion topics due 1-21 midnight Unit Two Discussion topic due 1-28 midnight Discussion topic due 1-28 midnight Unit Three Discussion Topic due 2-4 midnight Discussion Topic due 2-4 midnight Unit Four Discussion topic due 2-11 midnightDiscussion topic due 2-11 midnight

17. 17 Discussion Questions Regarding the theories discussed on pages 290-291, which do you feel most comfortable with? How do you see yourself using the theory? From your reading of Chapter 6, which do you think is more likely to provide more justice – the family court or the juvenile court, and why?

18. Brainstorming Question What is one way you could increase the social presence in one of your classes?

19. Creating Social Presence in Online Learning Carol Hostetter, PhD Indiana University Funded in part by: The Mack Center for Inquiry on Teaching and Learning The Indiana University Scholarship of Teaching and Learning Program chostett@indiana.edu

20. Data Collection Questionnaires on perception of social presence (Richardson and Swan, 2003), collected on all four sections from 2004 to 2006 Content analysis of online discussions (Rourke, et al., 1999) Ratings of Classroom Assessment Technique (Angelo and Cross, 1993)

21. Research Question 1 What is the evidence of social presence in a) students’ communication in an online discussion forum and in b) an attitudinal survey?

22. Method of Discussion Forum Analysis Students responded to a weekly question Students replied to others’ responses Comments were content analyzed by a research team, to look for demonstrations of social presence

23. Content Analysis: Rourke et al. Three Components Affective Interactive Cohesives Rourke, L, Anderson, T., Garrison, D.R., & Archer, W. (1999).

24. Content Analysis: Affective: Expressions of emotions Use of humor Self-disclosure

25. Content Analysis: Interactive: Quoting from others’ messages Referring explicitly to others’ messages Asking questions Complimenting, expressing appreciation Expressing agreement

26. Content Analysis: Cohesives: Vocatives Addresses or refers to the group using inclusive pronouns Phatics, salutations

27. RESULTS: 1a) What is the evidence of social presence in students’ communication in a discussion forum? Table 1. Mean and Standard Deviation for Evidence of SP in Discussion Postings MeanSt. Dev. SP in Dsn Forum86.45%0.08 N of postings ≈ 4,000 N of students = 121

28. Method of Survey Analysis Attitudinal survey – section on perception of social presence in course overall End of semester online surveys were distributed to students One point was awarded for sending the survey by email to research assistant (filled out or not) Research assistant removed names, assigned ID numbers, and put data into Excel Data was entered into SPSS and analyzed

29. Survey Analysis N = 121 students who completed survey, discussion forums, and CAT (85% response rate) Reliability testing for survey instrument found an alpha of.95 (Gunawardina & Zittle =.88) Factor analysis: –Perception of social presence –Satisfaction with learning community

30. RESULTS: 1b) What is the evidence of social presence in an attitudinal survey? Table 2. Mean and Standard Deviation for Social Presence Scale MeanSt. Dev. Perceptions of SP Survey51.356.22 N = 121 Response options of 1-6, 10 questions

31. Research Question 2 What pedagogical methods affect students’ perceptions of social presence?

32. Method of Pedagogical Method Analysis Attitudinal survey – section on perception of social presence in three main teaching methods: 1.Discussion Forum 2.PowerPoint Presentations 3.WarmUps – Weekly graded papers on readings (Novak, Patterson, Gavrin, & Christian, 1999)

33. 2) What pedagogical methods affect students’ perceptions of social presence? Table 3. Perception of Social Presence in Assignments MeanSt. Dev. Discussion Forum49.568.50 Powerpoint47.958.19 WarmUps38.4211.10 N = 121 Response options of 1-6, 10 questions

34. 2) What pedagogical methods affect students’ perceptions of social presence? Table 4. The effect of Discussion Forum on students' perceptions of social presence BStd. Error Discussion Forum0.47*0.05 R2R2.42 N = 121, *p. <.01

35. 2) What pedagogical methods affect students’ perceptions of social presence? Table 5. The effect of PowerPoint Presentation on students' perceptions of social presence BStd. Error Powerpoint0.33*0.06 R2R2.19 N = 121, *p. <.01

36. 2) What pedagogical methods affect students’ perceptions of social presence? Table 6. The effect of WarmUps on students' perceptions of social presence BStd. Error WarmUps0.25*0.05 R2R2.21 N = 121, *p. <.01

37. 2) What pedagogical methods affect students’ perceptions of social presence? Table 7. The effect of pedagogical methods on students' perceptions of social presence BStd. Error WarmUps0.100.05 Discussion Forum0.44*0.07 Powerpoint-0.060.08 R2R2.44 N = 121, *p. <.01

38. Research Question 3 What is the relationship between social presence and students’ learning outcomes?

39. Method Used one assignment (CAT) Research team developed rubric for rating Rated by two independent raters

41. Scores on CAT 3 = especially good 2 = typical 1 = off-base 0 = no use of that dimension Maximum score = 18 Scores ranged from 3 to 18 Mean = 16.15 Standard deviation = 11.02

42. 3) What is the relationship between social presence and students’ learning outcomes? Table 8. The Effect of Social Presence Variables on Student Learning Outcomes Social Presence:BSE B in WarmUp0.050.12 in Discussion Forum0.300.18 in Powerpoint-0.160.18 Overall Perceptions-0.410.21 Dsn Frm Posts45.22*12.18 R2R2.13 N =,*p. <.01