6. Social Presence Theory
• Communications Studies Group at the
University College in London in the 1970s
• Short, J.A., Williams, E., & Christie, B.
(1976). The social psychology of
telecommunications. New York: John
Wiley & Sons.
6
7. Social Presence Theory
Social presence is the
degree of salience (i.e.,
quality or state of
being there) between
two communicators
using a communication
medium.
10. 1980’s & CMC
Cuelessness Theory
developed by Rutter (1984, 1987)
Media Richness Theory
developed by Daft & Lengel
(1984, 1986; Daft, Lengel, &
Trevino, 1987)
slides @ patricklowenthal.com
13. Phase Period Key Figures Focus of Research
1. 1970s Short et al. Focused on
Telecommunications
2. 1980s to early
1990s
Rutter
Daft & Lengel
Kiesler
Walther
Focused on CMC
3. Early 1990s to
early 2000s
Gunarwardena
Garrison et al.
Tu
Swan
Richardson
Focused on Online
Learning
4. Mid 2000s to
present
Garrison
Shea
Cleveland-Innes
Akyol
Swan
Richardson
Focused on Online
Learning & the CoI
slides @ patricklowenthal.com
15. slides @ patricklowenthal.com
Affective Communication
• Expression of emotions
• Use of humor
• Self-disclosure
Cohesive Communication
• Continuing a thread
• Quoting from others’ messages
• Referring explicitly to other’s messages
• Asking questions
• Complimenting, expressing
appreciation
• Expressing agreement
Interactive Communication
• Vocatives
• Refers to group using inclusive
pronouns
• Phatics, salutations
+
17. Problem
“Researchers of social presence cannot
agree upon a single definition of social
presence (Biocca & Harms, 7 2002; Biocca,
Harms, & Burgoon, 2003; Rettie, 2003;
Lane, 2011; Tu, 2002)
Instead, researchers continue to redefine
social presence (Lowenthal, 2010; Picciano,
2002)”
slides @ patricklowenthal.com
18. Examples
• “the ability of learners to project
themselves socially and emotionally as
well as their ability to perceive other
learners as “real people””(Boston et al.)
• “the degree to which participants in
computer-mediated communication feel
affectively connected one to another…
(Swan, Garrison, & Richardson, 2009).”
slides @ patricklowenthal.com
19. Definitions…
1. “the degree to which a person is perceived as a
‘real person’ in mediated communication”
(Gunawardena, 1995, p. 151)
2. the ability of learners to project themselves
socially and affectively into a community of inquiry
(Rourke et al., 1999)
3. “…the degree of feeling, perception, and reaction
of being connected by CMC” (Tu & McIsaac,
2002)
4. “…a student’s sense of being in and belonging in
a course and the ability to interact with other
students and an instructor” (Picciano, 2002, p. 22)
20. Garrison
“the ability of participants
to identify with the
community (e.g., course
of study), communicate
purposefully in a trusting
environment, and
develop inter-personal
relationships by way of
projecting their individual
personalities” (Garrison,
2009, p. 352).
slides @ patricklowenthal.com
“the ability of participants
in the Community of
Inquiry to project their
personal characteristics
into the community,
thereby presenting
themselves to the other
participants as ``real
people.'’ (Garrison et al.,
1999)
29. slides @ patricklowenthal.com
“Communities of practice are groups of
people who share a concern or a passion
for something they do and learn how to
do it better as they interact regularly”
Etienne Wenger
30. slides @ patricklowenthal.com
Etienne Wenger
“Communities of practice are groups of
people who share a concern or a passion
for something they do and learn how to
do it better as they interact regularly”
32. Theoretical Support
slides @ patricklowenthal.com
Increased focus on importance of
community in learning environments
(Bransford, Brown, & Cocking, 1999; Brown
& Campione, 1994; Hill, 1985)
40. Bounded Communities
Participation is required
slides @ patricklowenthal.com
Don’t choose classmates or instructor
Fixed length of time
Explicit effort to connect with others
(Wilson et al., 2004)
41. Bounded Communities
Participation is required
slides @ patricklowenthal.com
Don’t choose classmates or instructor
Fixed length of time
Explicit effort to connect with others
(Wilson et al., 2004)
42. Bounded Communities
Participation is required
slides @ patricklowenthal.com
Don’t choose classmates or instructor
Fixed length of time
Explicit effort to connect with others
(Wilson et al., 2004)
43. Bounded Communities
Participation is required
slides @ patricklowenthal.com
Don’t choose classmates or instructor
Fixed length of time
Explicit effort to connect with others
(Wilson et al., 2004)
46. Benefits of Community
Provide a
social context
for the material
slides @ patricklowenthal.com
Bridge
between
school & work
environments
Students feel
more
connected
within a
community
(Wilson et al., 2004)
47. Benefits of Community
Provide a
social context
for the material
slides @ patricklowenthal.com
Bridge
between
school & work
environments
Students feel
more
connected
within a
community
(Wilson et al., 2004)
48. Benefits of Community
Provide a
social context
for the material
slides @ patricklowenthal.com
Bridge
between
school & work
environments
Students feel
more
connected
within a
community
(Wilson et al., 2004)
49. Where to Begin???
Student-to-student Interaction & presence
slides @ patricklowenthal.com
Student-to-teacher Interaction & presence
Collaboration
55. { When is there not enough? }
slides @ patricklowenthal.com
56. Good Instruction
Effective instruction meets established
learning goals and objectives;
Efficient instruction does so with minimal
expenditure of resources, particularly time;
Appealing instruction draws the sustained
attention and positive response of learners
(Wilson, Parrish, & Veletsianos, 2008)
slides @ patricklowenthal.com
57. Engagement
While appeal suggests merely the ability to
draw learners to the experience (a
unidirectional force), engagement suggests
a reciprocating relationship that changes the
nature of the experience. Rather than just
being sufficiently attracted to pay attention,
learners invest creative effort and emotional
commitment—and a willingness to risk in
anticipation of valued outcomes.
slides @ patricklowenthal.com
[BOOK] The Social Psychology of Telecommunications
J Short, E Williams, B Christie - 1976 - John Wiley & SonsCited by 1745 - Web Search - Library Search
They were interested in how communications media, specifically telecommunications media, impact communication
Adapted from http://elgg.jiscemerge.org.uk/nvdb/weblog/663.html
Adapted from http://elgg.jiscemerge.org.uk/nvdb/weblog/663.html
The Eight General Standards:
Course Overview and Introduction Learning Objectives (Competencies) Assessment and Measurement Instructional Materials Course Activities and Learner Interaction Course Technology Learner Support Accessibility and Usability
Brent G. Wilson Contributing Editor Patrick Parrish George Veletsianos
Raising the Bar for Instructional Outcomes: Toward Transformative Learning Experiences
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.162.1058&rep=rep1&type=pdf#page=40
Brent G. Wilson Contributing Editor Patrick Parrish George Veletsianos
Raising the Bar for Instructional Outcomes: Toward Transformative Learning Experiences
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.162.1058&rep=rep1&type=pdf#page=40
The Eight General Standards:
Course Overview and Introduction Learning Objectives (Competencies) Assessment and Measurement Instructional Materials Course Activities and Learner Interaction Course Technology Learner Support Accessibility and Usability