Social Presence What is it? And Why Does it Matter? Patrick R. Lowenthal | patrick.lowenthal@ucdenver.edu

A little bit about me Georgia boy living in Colorado Wife and two girls (10 & 4) Spent past 7 years working with online learning Been an online student / teach online Research Interests Instructional Communication (e.g., storytelling / presence) Problems of Practice

Georgia boy living in Colorado

Wife and two girls (10 & 4)

Spent past 7 years working with online learning

Been an online student / teach online

Research Interests

Instructional Communication (e.g., storytelling / presence)

Problems of Practice

What is it?

Does Presence = present ? ? ? ?

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.

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.

Original Definition Social presence is the degree of salience (i.e., quality or state of being there ) between two communicators using a communication medium.

What does that mean? It’s a quality of a communication medium. Some media (e.g., video) have higher social presence than other media (e.g., audio) Mediums with high social presence are sociable, warm, and personal; mediums with low social presence are as less personal.

It’s a quality of a communication medium.

Some media (e.g., video) have higher social presence than other media (e.g., audio)

Mediums with high social presence are sociable, warm, and personal; mediums with low social presence are as less personal.

For Example

http://www.youtube.com/watch?v=MfuS3m-Jhcc

Why does this matter ?

Our lives have Changed

We are social beings!

Learning is social !

Computer-mediated Communication Early CMC Research Suggested CMC is a lean medium CMC is better at task oriented communication CMC is inherently antisocial and impersonal

Early CMC Research Suggested

CMC is a lean medium

CMC is better at task oriented communication

CMC is inherently antisocial and impersonal

If learning is social and CMC antisocial, where does leave us?

The Emergence of Online Learning Proponents and practitioners argued CMC can support the social practice of learning and be very interpersonal Learners can present themselves as being “real” as well as “connect” with others Perceptions of social presence, and behaviors used to make up for missing cues, matter just as much, if not more, than a medium’s supposed capabilities

Proponents and practitioners argued

CMC can support the social practice of learning and be very interpersonal

Learners can present themselves as being “real” as well as “connect” with others

Perceptions of social presence, and behaviors used to make up for missing cues, matter just as much, if not more, than a medium’s supposed capabilities

Phases of Social Presence Research

Research on Social Presence Researchers have shown—in varying degrees: A relationship between social presence and student satisfaction A relationship between social presence and the development of a community of learners A relationship between social presence and perceived learning

Researchers have shown—in varying degrees:

A relationship between social presence and student satisfaction

A relationship between social presence and the development of a community of learners

A relationship between social presence and perceived learning

Why does this matter to me ?

Limitations of Past Research

1. Multiple Definitions Social Presence is, the “sense of being with another” (Biocca, Harms, & Burgoon)

Social Presence is,

the “sense of being with another” (Biocca, Harms, & Burgoon)

1. Multiple Definitions Social Presence is, the “sense of being with another” (Biocca, Harms, & Burgoon) “ the degree to which a person is perceived as a ‘real person’” (Gunawardena)

Social Presence is,

the “sense of being with another” (Biocca, Harms, & Burgoon)

“ the degree to which a person is perceived as a ‘real person’” (Gunawardena)

1. Multiple Definitions Social Presence is, the “sense of being with another” (Biocca, Harms, & Burgoon) “ the degree to which a person is perceived as a ‘real person’” (Gunawardena) “ a student’s sense of being in and belonging in a course and the ability to interact with other students and an instructor” (Picciano)

Social Presence is,

the “sense of being with another” (Biocca, Harms, & Burgoon)

“ the degree to which a person is perceived as a ‘real person’” (Gunawardena)

“ a student’s sense of being in and belonging in a course and the ability to interact with other students and an instructor” (Picciano)

2. Conceptual / Methodological Social Presence is very contextual but research has not adequately focused on the context and how context changes everything Gunawardena studied online conferences Rourke et al. only analyzed one week of discussion Wise et al. studies six week long independent study courses

Social Presence is very contextual but research has not adequately focused on the context and how context changes everything

Gunawardena studied online conferences

Rourke et al. only analyzed one week of discussion

Wise et al. studies six week long independent study courses

3. Contradicting Findings Some researchers have found that social presence behaviors decrease over time (Rourke, Anderson, Garrison, & Archer, 2001a), while others have not (Stacey, 2002) Picciano (2002) found a relationship between social presence and student learning, while Wise et al. (2004) did not

Some researchers have found that social presence behaviors decrease over time (Rourke, Anderson, Garrison, & Archer, 2001a), while others have not (Stacey, 2002)

Picciano (2002) found a relationship between social presence and student learning, while Wise et al. (2004) did not

My Current Research I am currently conducting two studies: Revisiting indicators of social presence in online discussions (with mixed and multiple methods) with a specific focus on their relationship to student learning Differences in social and teaching presence across discourse communities in accelerated courses

I am currently conducting two studies:

Revisiting indicators of social presence in online discussions (with mixed and multiple methods) with a specific focus on their relationship to student learning

Differences in social and teaching presence across discourse communities in accelerated courses

One Example Affective Responses Expression of emotions Use of Humor Self-Disclosure Cohesive Responses Vocatives Use of Inclusive Pronouns Phatics / Salutations + + = Continuing a Thread Quoting from Other Messages Referring Explicitly to Other Messages Asking Questions Complimenting / Expressing Appreciation Expressing Agreement Interactive Responses Social Presence

Expression of emotions

Use of Humor

Self-Disclosure

Vocatives

Use of Inclusive Pronouns

Phatics / Salutations

Continuing a Thread

Quoting from Other Messages

Referring Explicitly to Other Messages

Asking Questions

Complimenting / Expressing Appreciation

Expressing Agreement

Category & Indicators Definition of Indicators Examples Affective Responses Paralanguage Features of text outside formal syntax used to convey emotion (i.e., emoticons, exaggerated punctuation or spelling) Someday……; How awful for you  ; Mathcad is definitely NOT stand along software; Absolutely!!!!! Emotion Use of descriptive words that indicate feelings (i.e., love, sad, hate, silly) When I make a spelling mistake, I look and feel stupid; I get chills when I think of … Value Expressing personal values, beliefs, and attitudes I think it is a necessary evil; I feel our children have the same rights Humor Use of humour—teasing cajoling, irony, sarcasm, understatement God forbid leaving your house to go to the library Self-Disclosure Sharing personal information, expressing vulnerability I sound like an old lady; I am a closet writer; We had a similar problem Interactive Responses Acknowledgement Referring directly to the contents of others’ messages; quoting from others’ messages agreement Those ‘old machines’ sure were something; we won by a landslide – ‘landslide’ (next response) Disagreement Expressing agreement or disagreement with other’s messages I’m with you on that; I agree; I think what you are saying is right Approval Expressing approval, offering praise, encouragement You make a good point; Right on; Good luck as you continue to learn Invitation Asking questions or otherwise inviting response Any suggestions?; Would you describe that for me, I am unfamiliar with the term Personal Advice Offering specific advice to classmates Also the CEC website might have some references Cohesive Responses Greetings & Salutations Greetings, closures Hi Mary; That’s it for now, Tom Vocatives Addressing classmates by name You know, Tamara, …; I totally agree with you Katherine Group Reference Referring to the group as ‘we’, ‘us’, ‘our’ We need to be educated; Our use of the Internet may not be free Social Sharing Sharing information unrelated to the course Happy Birthday!! to both of you!!! Self-reflection Reflection on the course itself, a kind of self-awareness of the group I would never have imagined that we could have been having a discussion like this when we first started this course

Strategies to Improve Social Presence

Examples Provided by the Literature Instructional Design: Instructors: Students: Develop overviews Provide opportunities for student and teacher profiles within the learning management system Incorporate audio and video within the course content following best practices for teaching and learning and ADA compliance standards Limit class size Structure collaborative learning activities Utilize group work strategies Develop open-ended, critical thinking discussion questions Incorporate reflective activities Utilize continuous and authentic assessment strategies Post introductions and expectations documents before the students are given access to the course. Contribute to discussion forum throughout the week Provide suggested due dates for initial postings that promote mid-week engagement as opposed to weekend only postings Launch discussion threads and summarize each thread at the end of the week Promptly answer e-mail Provide frequent feedback Send progress reports on participation and quality of postings Strike up a conversation Share personal stories and professional experiences Use expressions of emotions, e.g. (smile) or (grin). Address students by name Allow students options for addressing the instructor Contribute to discussion forum throughout the week as opposed to waiting for the weekend Promptly answer e-mail Strike up a conversation Share personal stories and experiences Ask open-ended questions that promote discussion and require critical thinking Use expressions of emotions, e.g. (smile) or (grin).

Develop overviews

Provide opportunities for student and teacher profiles within the learning management system

Incorporate audio and video within the course content following best practices for teaching and learning and ADA compliance standards

Limit class size

Structure collaborative learning activities

Utilize group work strategies

Develop open-ended, critical thinking discussion questions

Incorporate reflective activities

Utilize continuous and authentic assessment strategies

Post introductions and expectations documents before the students are given access to the course.

Contribute to discussion forum throughout the week

Provide suggested due dates for initial postings that promote mid-week engagement as opposed to weekend only postings

Launch discussion threads and summarize each thread at the end of the week

Promptly answer e-mail

Provide frequent feedback

Send progress reports on participation and quality of postings

Strike up a conversation

Share personal stories and professional experiences

Use expressions of emotions, e.g. (smile) or (grin).

Address students by name

Allow students options for addressing the instructor

Contribute to discussion forum throughout the week as opposed to waiting for the weekend

Promptly answer e-mail

Strike up a conversation

Share personal stories and experiences

Ask open-ended questions that promote discussion and require critical thinking

Use expressions of emotions, e.g. (smile) or (grin).

Can you think of any strategies?

Strategies I Use Learning stories Digital storytelling Regular participation in discussion forums Cyber Cafés Fun activities (e.g., Let’s Rock) Use first names Alternative communication tools (e.g., Twitter) Synchronous video enabled chats

Learning stories

Digital storytelling

Regular participation in discussion forums

Cyber Cafés

Fun activities (e.g., Let’s Rock)

Use first names

Alternative communication tools (e.g., Twitter)

Synchronous video enabled chats

Questions?

Resources Digital Storytelling Lowenthal, P., & Dunlap, J. (2007). Digital Stories. In P. Shank (Ed.), The online learning idea book: 95 proven ways to enhance technology-based and blended learning (pp. 110-111). S an Francisco: Pfeiffer. Lowenthal, P. R. (2009). Digital storytelling: An emerging institutional technology? In K. McWilliam & J. Hartley (Eds.), Story circle: Digital storytelling around the world. Wiley- Blackwell. Yuhnke, B., Thai, A., & Lowenthal, P. R. (2008). TechHEds podcast on digital storytelling. Denver, CO: CU Online. Available at: http://www.techheds.com/2008/07/08/th-2008-07-07-18-digital-storytelling/ Social and Teaching Presence Lowenthal, P. R., & Parscal, T. (2008). Teaching presence. The Learning Curve, 3(4), 1-2, 4. Yuhnke, B., Thai, A., & Lowenthal, P. R. (2008). TechHEds podcast on social presence. Denver, CO: CU Online. Available at: http://www.techheds.com/2008/05/13/th-2008-05-12-11-social-presence/ Lowenthal, P. R. (2009). Social presence. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of distance and online learning (2nd ed., pp. 1900-1906). Hershey, PA: IGI Global. Lowenthal, P. R. (in Press). The evolution and influence of social presence theory on online learning. To appear in T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices. Hershey, PA: IGI Global Lowenthal, A., & Lowenthal, P. R. (2009, April). Revisiting teaching presence: An analysis of teaching presence across discourse communities. Paper to be presented at the annual meeting of the American Education Research Association, San Diego, CA. Dunlap, J. C., & Lowenthal, P. R. (under review). Tweeting the night away: Using Twitter to enhance social presence. Submitted to Journal of Information Systems Education.

Digital Storytelling

Lowenthal, P., & Dunlap, J. (2007). Digital Stories. In P. Shank (Ed.), The online learning idea book: 95 proven ways to enhance technology-based and blended learning (pp. 110-111). S an Francisco: Pfeiffer.

Lowenthal, P. R. (2009). Digital storytelling: An emerging institutional technology? In K. McWilliam & J. Hartley (Eds.), Story circle: Digital storytelling around the world. Wiley- Blackwell.

Yuhnke, B., Thai, A., & Lowenthal, P. R. (2008). TechHEds podcast on digital storytelling. Denver, CO: CU Online. Available at: http://www.techheds.com/2008/07/08/th-2008-07-07-18-digital-storytelling/

Social and Teaching Presence

Lowenthal, P. R., & Parscal, T. (2008). Teaching presence. The Learning Curve, 3(4), 1-2, 4. Yuhnke, B., Thai, A., & Lowenthal, P. R. (2008). TechHEds podcast on social presence. Denver, CO: CU Online. Available at: http://www.techheds.com/2008/05/13/th-2008-05-12-11-social-presence/

Lowenthal, P. R. (2009). Social presence. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of distance and online learning (2nd ed., pp. 1900-1906). Hershey, PA: IGI Global.

Lowenthal, P. R. (in Press). The evolution and influence of social presence theory on online learning. To appear in T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices. Hershey, PA: IGI Global

Lowenthal, A., & Lowenthal, P. R. (2009, April). Revisiting teaching presence: An analysis of teaching presence across discourse communities. Paper to be presented at the annual meeting of the American Education Research Association, San Diego, CA.

Dunlap, J. C., & Lowenthal, P. R. (under review). Tweeting the night away: Using Twitter to enhance social presence. Submitted to Journal of Information Systems Education.