Social presence theory explains how people present themselves as “real” through a communication medium and is a popular construct used to describe how people socially interact in online courses. Because of its intuitive appeal, educators have experimented with different ways to establish social presence in their online courses. Over the years, we have tried many strategies—from rich threaded discussions to personal one-on-one emails to digital stories to using social networking tools like Twitter. Over time, we began questioning how students perceive all of the strategies we use (in other words, what strategies were leading to the most bang for our buck). In this paper, we describe our investigation of students’ perceptions of various instructional strategies to establish social presence.

1. AERA 2011 1
Investigating Students' Perceptions of Various Instructional Strategies
to Establish Social Presence
Patrick R. Lowenthal
Joanna C. Dunlap
Abstract
Social presence theory explains how people present themselves as “real” through a
communication medium and is a popular construct used to describe how people socially interact
in online courses. Because of its intuitive appeal, educators have experimented with different
ways to establish social presence in their online courses. Over the years, we have tried many
strategies—from rich threaded discussions to personal one-on-one emails to digital stories to
using social networking tools like Twitter. Over time, we began questioning how students
perceive all of the strategies we use (in other words, what strategies were leading to the most
bang for our buck). In this paper, we describe our investigation of students’ perceptions of
various instructional strategies to establish social presence.
Introduction
For years, we have collected students’ stories about their “best” learning experiences. The
results of analyzing these stories has been consistent in terms of what students see as important
characteristics of engaging, memorable, and impactful learning experiences (Dunlap &
Lowenthal, 2010a). At the heart of those experiences are relationships—the connections students
have with their teacher and with each other. This is not surprising. Chickering and Gamson
(1987) found that students’ relationships with their instructors had a direct and significant effect
on their level of scholarly engagement; this finding is reflected in subsequent research (for
example Kuh, 2002, 2009; Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008).
Online students, though, often complain about feeling like their instructor is absent from
the course (Smith & Taveras, 2005). For instance, several years ago Joni set out to design and
deliver the “perfect” online course with lots of rich resources, relevant activities, and
authentic/real projects only to receive an email from a student midway through the course
complimenting her on the course but asking her, “Where are you?”
Bottom line, social presence is an important aspect of a successful learning experience.
Knowing this, we work hard to make sure we attend to social presence needs in the courses we
teach. However, we have found it challenging to establish a consistent and adequate level of
social presence in our online courses without being online night and day.
To our consternation, we are never fully satisfied with our social-presence accomplishments.
In the following paper, we share the results of our efforts to create engaging, memorable, and
impactful learning experiences in our online courses by enhancing social presence. We share
several of our strategies and then students’ perceptions of those strategies.
Theoretical Framework
Social presence is a theory that explains the ability of people to present themselves as
"real people" through a communication medium (Garrison, Anderson, & Archer, 2000).
Originally developed to explain the effect telecommunications media can have on
communication, social presence was used to describe the degree of salience (i.e., quality or state
of “being there”) between two communicators using a communication medium (Short, Williams,

2. AERA 2011 2
& Christie, 1976). Social presence theory took on new importance with the rise of computer-
mediated communication (CMC) and later online learning (Lowenthal, 2009a, 2009b). This
theory is perhaps the most popular construct used to describe and understand how people socially
interact in online learning environments (Lowenthal, 2009a, 2009b). Now a central concept in
online learning, researchers have shown—to varying degrees—a relationship between social
presence and student satisfaction (Gunawardena, 1995; Gunawardena & Zittle, 1997; Hostetter
& Busch, 2006; Richardson & Swan, 2003; So & Brush, 2008), social presence and the
development of a community of learners (Rourke, Anderson, Garrison, & Archer, 2001; Rovai,
2002), and social presence and perceived learning (Caspi & Blau, 2008; Richardson & Swan,
2003).
Because of results like these, researchers and practitioners alike continue to try different
ways to establish and maintain social presence in online courses. For instance, Aragon (2003)
identified over a dozen different ways of establishing social presence in online courses (e.g.,
incorporating audio and video, posting introductions, frequent feedback). Others have looked at
ways to create and maintain social presence by using tools outside of an LMS. For instance,
DuVall, Powell, Hodge, and Ellis (2007) investigated using text messaging to improve social
presence. Also, Keil and Johnson (2002) investigated using Internet based voicemail to increase
social presence. And finally, we have written about the power of using Digital Storytelling as
well as social networking tools like Twitter to establish social presence (Dunlap & Lowenthal,
2009a, 2009b, 2010b; Lowenthal & Dunlap, 2010). However, research to date has not identified
which strategies are generally better than other strategies for establishing social presence.
Background: Social Presence Strategies
After the “Where Are You?” experience, we frequently discussed the challenges of
establishing and maintaining social presence in online courses. It was clear to us that it mattered
to students and that it mattered to us. The absence of social presence abraded the overall
aesthetic learning experience and undermined student learning. Therefore, because of the
potential pay-off in terms of student engagement and learning in online courses, we invested
substantial time and energy considering and studying social presence. You could say we became
obsessed. We read everything we could find on social presence and related topics, participated in
conference presentations and other professional development activities, and experimented.
The following pages outline some of the things we have done (and inquired about with our
students) to establish and maintain social presence in our courses. More specifically, below we
elaborate on how we use introductions, orientations, personalized detail feedback, reconnecting,
threaded discussions, small group work, and free-flowing, organic interactions to establish and
maintain social presence in our courses.
Introductions
We believe there is a connection between students’ comfort and sense of trust and their
willingness to share and build the level of personal connection and community needed to
establish strong social presence in an online course. Therefore, we have spent a lot of time
thinking about the best way to conduct introductions—that is, getting-to-know-you activities—in
our courses. Below are a few examples of the types of strategies we use at the start of our
courses.
Teacher bios. Since we ask our students to share information about themselves, we
share a lot of information about ourselves. Besides helping students to have insight into our

3. AERA 2011 3
values, passions, interests, credibility and so on, our sharing models the type and level of sharing
we want them to engage in, in order to set the appropriate tone for social presence and
establishing a personal, supporting online learning environment. To this end, we share such
things as our teaching philosophies as well as other pertinent resources (e.g., links to articles
we’ve written, presentations we’ve delivered, our blogs, and so on)—sometimes via text and
sometimes in a digital format (see http://www.augustcouncil.com/~jdunlap/movie for an
example of a digital story that Joni shares with her students and http://www.youtube.com/watch?
v=VL0QkVu5t6w for an example of a digital story that Patrick shares with his students).
Student bios. We approach student bios in a variety of ways. Sometimes we use the
Superhero Powers strategy (see description below under Reconnecting). Other times we use
strategies such as Aladdin’s Lamp, One Extra Hour, Digital Storytelling, or even a Photo Roster.
For Aladdin’s Lamp, we ask students to respond to the following prompt (or a variation of this
prompt, depending on the audience) in VoiceThread:
The myth of Aladdin and the Lamp is well-known. It is hard not to imagine what you
would do with three wishes, and how best to craft the wishes to make sure you achieve
the desired outcome...indeed, that's the rub! Most of you know each other from previous
courses, but I don't know you yet. So, instead of asking you to rehash what you already
know about each other for my benefit, let's try something different...and hopefully you
will learn something new about each other in the process. You now have access to
Aladdin's Lamp, and the genie is awaiting your three wishes. Our collective wishes have
to be different, so as you consider your three, be sure to check to see what others have
shared as their three wishes—no duplication allowed! :-)
The One Extra Hour activity is similar. We ask students to consider what they would do
if they had an extra hour in the day, and why. Through this sharing (and, we participate too),
students learn a lot about the priorities and values of their peers (and us) while also learning
about their families and work situations. We use tools like VoiceThread for these social-presence
strategies because students can share a photo and respond to the prompt using their microphones
or webcams; hearing and seeing each other helps all of us feel more connected.
We also have our students create Digital Stories about themselves. We tend to simply ask
them to share something about themselves (e.g., What did you do over Winter-break?) using an
application of their choice (e.g., Microsoft PhotoStory, iMovie, Animoto, VoiceThread).
Learning little things about each other through sharing digital stories helps establish social
presence in a traditionally text heavy medium (Lowenthal & Dunlap, 2010).
Finally, one last strategy we use for student bios is the creation of a Photo Roster. While
students can attach an image in a threaded discussion or create a home page in certain Learning
Management Systems (LMS) (e.g., Pearson LearningStudio), this results in a disjointed final
product. We instead prefer to create one document that has pictures and bio information about
each student. By creating a Google Doc and making it editable by anyone, students can log in
and fill in predetermined information as well as include a photo.
5-minute conversations. During the first few weeks of our courses, we also invite
students to participate in a 5-minute phone conversation with us. We do this so our students
might feel more connected and less distant from us. We have found that these early phone
conversations lead to subsequent phone conversations with students for purposes of project
brainstorming, content clarification, and formative feedback—and in a much more efficient and
personal way than if we had participated in the same exchanges via a threaded discussion.

4. AERA 2011 4
Orientations
We also focus on orienting students to our courses much like we do in a face-to-face
course. The following are a few finding-your-way-around activities we use to help students with
course orientation, in the first week and throughout the term.
Orientation videos. We present short orientation videos, with each video walking
students through different aspects of the course shell, learning activities, and projects. Using
tools like Jing, we create screencasts showing them all around the course shell. We interject our
sense of humor where possible, tell stories, and provide explanations for our design decisions.
These videos not only orient students to the course, but to us as well.
Course & syllabus scavenger hunt. Videos though are not the only way to orient
students to a course. We also use the quiz feature in our LMS to create a course and syllabus
scavenger hunt that students submit by the end of the first week. To complete the 12-question
scavenger hunt, students have to read the syllabus, locate materials in the course shell, and watch
the orientation videos. The results of the scavenger hunt reassure us that students are locating and
tracking important course information, and alerts us to any misconceptions or confusions that
individual students have about the materials so we can immediately reach out to them and
provide additional support and guidance.
Weekly announcements. At the start of each week, we post a new announcement
orienting students to the activities of the week, and also send the announcement to students via
email. Even though this information exists elsewhere in the course, we like to reach out to
students (as opposed to making them log into the course shell) with and enthusiastic and more
personal announcement about the week (whether in text format or video). In each announcement,
we provide a reminder about how they should focus their time and energy during the week. We
also include personal information (e.g., like what we did the week before), and wishes for a
successful up-coming week.
Weekly agendas. Finally, for each week in the course, we provide students with a
weekly agenda checklist that they can print out to help them track what they should be working
on during the week. Again, although this information exists in the course’s master calendar, it
helps to have the week’s activities laid out in a checklist format. We also use the agendas as
another way to help students connect with us by adding personal touches. For instance, Joni
includes inspirational artwork and music at the top of each agenda and a “What’s fun got to do
with it” section at the bottom, where she shares fun and interesting items that are related to the
activities of the week.
Personalized, Detailed Feedback
Assessment and evaluation (and the feedback it entails) are difficult aspects of teaching.
Whenever possible we strive to provide personalized and detailed feedback to our students to not
only improve the learning process but also to maintain our social presence and connection with
each student throughout the semester. The following are a few ways that we do this:
One-on-one and group emails. As low tech as it might appear and while it goes against
the school of thought that all communication should be kept within the LMS, we are strong
believers in the power of one-on-one mails (see Dunlap & Lowenthal, 2010c). While we use
one-on-one and group emails in a variety of ways throughout the semester, we primarily use it as
a way to provide personalized detailed feedback with our students.
Video feedback. Sometimes though we find the need to provide feedback in a different
—high tech--format. For instance, Patrick uses screencasting tools like Jing to provide video

5. AERA 2011 5
feedback to his students on certain assignments in which it is hard to provide feedback in text
alone. While cumbersome in ways in that you have to get all set up with your microphone and
the software and so forth, students have commented on how valuable it is to hear both the
positive and the negative feedback in the tone of our voices.
Reconnecting
In our experience, it is not realistic to get to know people in an online course with one
getting-to-know-you activity during the first week of class. Establishing social presence and
building relationships and community requires multiple opportunities to share and connect. So,
for reconnection purposes, we use activities like the following to reengage students every few
weeks.
Superhero powers. For this activity, we ask students to respond to the following prompt:
What are your superhero powers? What is your superhero moniker? And, how do your
superhero powers help you in life? Using VoiceThread, students share a photo and record their
response. Their creative responses are so much fun…and help us learn about the assets each
student sees as her or his strengths.
Virtual paper bag. For this activity, students pick five items that represent who they are
and what is important to them. They pull together visual representations of their five items for a
virtual paper bag that they share using a tool like Flickr. Once everyone has posted their virtual
paper bag, students review each other’s, and discuss the meaning of the items. Students learn
about each other’s passions, values, families, and the like; learn about differences and
similarities; and learn each other’s stories. This activity helps students feel more connected
because of the personal content of the photos and emotion involved in telling their stories.
Soundtrack of your life. Another reconnecting activity (and one of our personal
favorites) involves having our students create a playlist of six songs: two that represent their past,
two that represent their present, and two that represent their planned/hoped for future. Students
share their playlists (using a digital jukebox like Grooveshark). They then ask questions about
the songs—sort of a 20-questions activity—to figure out why certain songs were selected. You
can learn a lot about someone from the music they select (Dunlap & Lowenthal, 2010b).
Threaded Discussions
Threaded discussions have been described as the bread and butter of online courses
because they are often the primary tool used for student-instructor and student-student
communication and interaction. They are a great way to for students to test their new knowledge,
represent their conceptual understanding, and find their professional voices. However, we have
found over the years—and the literature supports our experience—that threaded discussions in
and of themselves are not inherently good or bad. Rather, their worth typically depends on how
they are set up and used in any given course. Therefore, we tend to think a lot about how, when,
and why we use threaded discussions to ensure they consistently benefit and support student
learning and social presence. The following are a couple of ways we use threaded discussions for
social presence purposes:
Non-threatening discussions. We do not assume our students know how to effectively
use online threaded discussions. For purposes of practicing online discussion (using the tools,
protocols, etiquette, etc.), we provide our students with ample opportunities to discuss non-
threatening, low-judgmental topics as well as non-course related topics (see Dunlap, 2009a,
under Further Readings). For example, we have students visit the Picassohead website and create

6. AERA 2011 6
an artwork (usually a self-portrait), then submit a link to a threaded discussion forum. Once
posted, we encourage students to comment on each other’s artwork. We also post entertaining
photos (not directly related to the course content) and ask students to share their captions.
Activities like this can help introduce humor into threaded discussions which can be difficult to
do—but also can help with social presence.
Discussion Protocols. The same-old-same-old threaded discussion forum format (i.e.,
instructor posts a question, and each student is required to post an original response and
comment on posts from two peers) can be detrimental to social presence and student
engagement. Therefore, we use different discussion protocols to ensure the continuing benefit of
online discussions while minimizing the potential boredom that comes from threaded-discussion
misuse and overuse, and maximizing social presence through student responsibility and
engagement (Dunlap, 2009a, 2009b). Discussion protocols also serve to balance student voices,
ensuring that everyone in the class has the same opportunity to contribute to the discussion.
Finally, they provide students with specific roles and directions for how to engage in a
productive discussion (see Dunlap 2009b for specifics on different protocols we use in our
courses).
Small Groups
Through small-group work and collaboration, students experience and develop an
appreciation for multiple perspectives; refine their knowledge through argumentation, structured
controversy, and the sharing of ideas and perspectives; learn to use colleagues as resources; and
are more willing to take on the risk required to tackle complex, ill-structured problems (Dunlap
& Grabinger, 2003). Because of the potential value of small-group work and collaboration on
student learning and engagement, and because it is a clear way of involving students in student-
student interactions that enhance social presence, we use various small-group and collaboration
strategies and activities in our online courses (see Dunlap, 2009c). Below we describe a few of
our activities.
Peer review. A good way to establish and maintain social presence among students in an
online course is through peer review activities. Peer review, while a very authentic activity, it is
one we find many students struggle with. Therefore, we use a “no penalty” approach to peer
reviews:
… Your job as a peer reviewer is to help your peers create the best possible product, so
you do them no service is you are not honest and open with your feedback. Be
constructive and professional. Please provide 500 words of feedback in response to the
five questions each peer asks you to consider. Thank you! [Final note: If when you sit
down to do the peer reviews you find that one of your peers has not posted a draft by the
due date, then you are not held responsible. The peer who did not post by the due date
will lose out on valuable feedback (and points), and you will receive credit for the review
regardless.]
“No Jeopardy” group work. While many instructors often avoid using group work
online to avoid any potential headaches (Wray, Lowenthal, Bates, & Stevens, 2008), we are
strong believers in the importance of collaborating with others as well as learning how to
effectively work with a group online—not to mention the inherent social presence opportunities
when working closely with one’s peers. We use “no jeopardy” approaches to collaborative work
that allow for a submitted product to be complete without a missing member’s contribution.
Document Co-Creation. Finally, we often use Google Docs and Spreadsheets in our
online courses to support students' document co-creation activities and enhance social presence.

7. AERA 2011 7
One example of this use is students' co-creation of a Top-100 List of Design Guidelines (also
called the What We Know List), used to support their instructional design work. Developed in
Google Docs over the course of the semester, students contribute new design guidelines with
supporting citations based on the coursework and readings. By the end of the semester, students
walk away with a robust set of design guidelines summarizing the readings that can be used as
they continue their design work outside of the course. Google Docs makes it possible for our
online students to collectively develop a unique document, each sharing expertise, reviewing
each others' contributions for appropriate modifications and redundancy reductions, summarizing
and synthesizing what they have learned from the course readings, and reflecting on the value of
their individual contributions and the value of the collection of guidelines in general.
Free-flowing, organic interactions
Last but not least, one of our most recent attempts at establishing and maintaining social
presence in our courses involves social networking tools—specifically, Twitter. We began using
Twitter (and inviting our students to follow us) because we wanted to have an informal, playful
way for our online students to connect with us and each other throughout the day.
As effective as we thought many of the strategies we have previously discussed were—
we felt confined within the structure of the LMS. This was exasperated by the fact that we have
been missing the informal, playful banter and chit-chat that is possible when everyone is
physically located in the same geographic space. This banter helps students connect with us, and
experience our personalities. And, it helps them connect with each other in a more emotional
way. Twitter seemed to have potential to further support our social-presence efforts.
Twitter. We invite our students to follow us on Twitter and to follow each other. In
addition, we provide a list of people outside of the course who tweet about course-relevant topics
to follow as well as a number of publications and professional organizations.
Our decision to use Twitter to enhance social presence in our online courses was
reinforced by students’ experiences (see Dunlap & Lowenthal, 2009a, 2009b) as well as the plain
fact that our communications via Twitter seemed much more natural than logging into our LMS,
getting into the course shell, then getting into a discussion forum and posting a message...and
then waiting for someone to respond later (after she or he has already moved on to other work,
thoughts, issues). But unlike many of the other strategies, we found Twitter to be an extremely
time consuming strategy so we were left wondering about its (as well as all of the other
strategies) effectiveness.
Method
As is clear from the selection of strategies described in the previous pages, we exert a lot
of time and energy on social presence, using a variety of both low-technology and high-
technology strategies. Our sense was always that for the most part it was time well spent—we
knew that we were benefiting from our efforts and it seemed that students were as well. For us,
we really felt like we were getting to know our students better, and had a closer, more personal
and supportive relationship with individual students as opposed to the group (see Dunlap &
Lowenthal, 2010c, for more on our efforts to build relationships with individual students in
online courses). Even though we believed our efforts were effective, we could not help but
wonder if maybe there was a social-presence formula for selecting the right strategies for an
online course. We were doing so many things to support social presence, maybe we were doing
too much? Maybe we did not have to do all that we were doing (e.g., maybe all the effort we

8. AERA 2011 8
were putting into using Twitter was not worth it)? Maybe there was an ideal combination of
strategies for achieving the right level of social presence in an online course, and that we were
over the threshold and doing more than we needed to? Even though we worked hard to tie the
strategies to learning objectives and relevant course content and activities, maybe we were
turning students off with all of the social-presence strategies? Because of these questions, we
decided to better track students’ feedback, and conduct a formal study on the perceived
effectiveness of the various social-presence strategies we were using in our online courses.
Our investigation involves three phases (see Table 1). During the first phase, we simply
solicited feedback from our students about some of the social presence strategies we use. Based
on the results, we decided to extend our research on students’ perceptions of different
instructional strategies and technologies implemented to enhance social presence.
In the second phase of this study, we constructed a survey to investigate students’
perceptions of social presence in our online courses. The survey we constructed was based on the
Community of Inquiry survey (which assesses social presence, teaching presence, and cognitive
presence) (Arbaugh et al., 2008). For the purposes of this study, we eliminated about half of the
questions (e.g., the one’s focused on cognitive presence) and then added additional questions
focused on students’ perceptions of instructional strategies and technologies we use to establish
and maintain social presence. The survey consists of Likert scale questions as well as some open-
ended questions (See Appendix A).
The sample of our study consists of graduate students completing a graduate certificate in
eLearning, Master of Arts in eLearning, or a Master of Arts in Information and Learning
Technologies (e.g., instructional design and technology in K-12 and corporate settings). We
administered this survey to students in four different sections of two different completely online
courses in the fall 2009, spring 2010, and summer 2010 semesters. There were a total of 101
students in the two different courses. A total of 37 students completed the survey; this is a
36.6% response rate which is a little above the average 33% response rate achieved by others
conducting online surveys (see: Nulty, 2008; Sheehan, 2001).
Finally, the third phase of the study consists of semi-structured interviews (See Appendix
B for the questions we used for the interviews) that focus on students’ perceptions of using
various tools and instructional strategies as a part of their online learning experience. We
identified students with the highest and lowest social presence scores from phase two for the
interviews.
All three phases of our investigation are essentially focused on investigating the
following question: What are student's perceptions of various instructional strategies used in
online courses?
Table 1
Three Phases of Our Study
Phase One: Phase One: We informally asked students for feedback on different
instructional strategies (e.g., Twitter) that we used in our courses.
Phase Two: We then used the data collected in Phase One and our experience teaching
online to construct a survey to investigate students’ perceptions of the tools,
technologies, and instructional strategies used to establish and maintain social
presence in our courses. We administered this survey to four sections of
students taking our online courses in the fall 2009, the spring 2010, and the

9. AERA 2011 9
summer of 2010.
Phase Three: The final phase of our investigation consisted of follow up semi-structured
interviews with a subset of the students from phase 2.
Results
Phase One Results
The comments collected during Phase One were consistently positive about many of the
strategies described earlier in this paper. The following are a few examples:
● In general, the discussions helped me feel connected to my course colleagues. The
discussions also helped me feel connected to you (Joni). In addition, the feedback I
received on my projects helped quite a bit as well.
● The structured discussions that we had always help me, sometimes I may miss a point
that someone else may see, so I like that and the various points other students make. I
also like the peer review on the projects, I think that helped me feel connected. I think
you did a great job with interacting with the discussions and any email I sent you
answered quickly, so I felt connected.
● The part of the course that made me feel connected to the other students was the peer
reviews. The aspect of the course that helped me feel connected to the instructor was
the feedback I received from the instructor and the follow-up email exchanges.
● I really liked being an integral part of reviewing. I felt (especially in certain
assignment) that I really got some insight into how the other students interpreted the
assignments and put their own life (either work or other parts of their life) into the
assignment.
● I really LOVE twittering with everyone. It really made me feel like we knew each
other more and were actually in class together.
● The introductory music activity was awesome to help in getting to know people. Many
of us have worked together the past few semesters, but this helped shed a lot of light
of a more personal nature about their lives. I would also say reading and reviewing
others assignments and postings also helped indirectly connect....
● The Soundtrack of Your Life: It was a creative way to introduce ourselves to each
other that communicated something about ourselves instead of using words. I thought
the Google Doc activities were an excellent way to express ourselves freely for others
to read freely about our expressions.
● In terms of relating to Joni, I felt your contributions to discussions and commentary
were obviously the biggest way to get your thoughts on our work. I would
periodically check your blogs to review your thoughts, and the artwork you chose to
illustrate each week did give some ideas as to where you are coming from or whom
you are.
After analyzing comments like these, we decided to dig deeper and to investigate students’
perceptions of social presence in our online courses.

10. AERA 2011 10
Phase Two Results
During Phase 2 of our study, we surveyed students taking courses in the fall 2009, spring
2010, and Summer 2010. Results show that students reported a mean social presence score of
2.85. There is no consensus on what an ideal level of social presence is for an online course, but
this number is smaller than the mean score of 3.18 reported by Swan et al. (2008). At the same
time though students appeared to be very satisfied (M=3.51 on a 0-4 scale) and reported high
levels of perceived learning (M=3.65 on a 0-4 scale) (see Table 2).
Table 2
Social Presence, Satisfaction, and Perceived Learning Results
Total
Social Presence Score M=2.85
Affective Expression M=2.75
Open Communication M=3.20
Group Cohesion M=2.60
Satisfaction M=3.51
Perceived Learning M=3.65
First, in an effort to compare students’ perceptions of each of the tools and strategies we
used, we asked students to rate the degree to which each tool and strategy helped them connect
with his/her instructor. Detailed written feedback, one-on-one emails, and general “How-to”
Screencasts were the three highest ranked activities (see Figure 1). On the other hand, Twitter
was ranked the lowest (see Table 3). Interestingly, the results are positive for all of the strategies
except Twitter; on a 4-point scale, we see scores above 2.0 as positive in terms of students’
perception of their role in enhancing social presence.

11. AERA 2011 11
Figure 1. Students’ responses of what activities were effective at making them feel connected to
their instructor.
Table 3
Frequency of Student Responses
Strongly Disagree Neutral Agree Strongly Average
Disagree Agree
p. Detailed written feedback on projects (IT
0 0 2 4 15 3.62
6710)
t. One-on-one emails (IT 5670 & IT 6710) 0 0 3 9 23 3.57
b. General “How-to” Screencasts (IT 5670) 0 0 2 8 16 3.54
c. Specific trouble shooting “How-to”
0 0 3 7 15 3.48
Screencasts (IT 5670)
d. Screencast (i.e. Audio / Video) Feedback on
0 0 4 7 15 3.42
Assignments (IT 5670)
w. Instructor Bios (IT 5670 & IT 6710) 0 0 2 17 17 3.42
n. Five minute phone conversation (IT 6710) 0 1 3 2 12 3.39
x. Previous relationship with the instructor (IT
0 0 2 10 9 3.33
5670 & IT 6710)
a. Digital Storytelling (IT 5670) 0 0 3 12 10 3.28
u. Adobe Connect Synchronous sessions (IT
0 0 4 16 13 3.27
5670 & IT 6710)

12. AERA 2011 12
j. Virtual Paper Bag: Soundtrack (IT 6710) 0 0 6 5 10 3.19
f. Video Announcements (IT 5670) 0 2 2 11 10 3.16
o. Personalized instructor announcements with
0 0 5 6 8 3.16
photos (IT 6710)
h. Virtual Paper Bag: 350-word story for Flickr
0 0 4 9 7 3.15
photos (IT 6710)
g. Virtual Paper Bag: Five photos in Flickr (IT
0 0 4 9 6 3.11
6710)
i. Virtual Paper Bag: Wordle (IT 6710) 0 1 5 6 9 3.10
v. Threaded discussions (IT 5670 & IT 6710) 1 4 7 13 12 2.84
q. Course overview videos (IT 6710) 1 1 3 8 5 2.83
e. Music-related Activities (IT 5670) 1 2 9 10 6 2.64
l. Superhero Powers (IT 6710) 1 3 4 7 5 2.60
r. Musical interludes on weekly agendas (IT
1 1 9 5 5 2.57
6710)
m. Just Ask Zoltar (IT 6710) 1 2 6 7 3 2.47
k. Top 100 List of Design Guidelines (IT 6710) 2 4 6 5 4 2.24
s. Twitter (IT 5670 & IT 6710) 2 4 18 5 1 1.97
We then specifically asked students to pick the activity they thought was most effective at
helping them feel connected to their instructor. Phone calls and screencast feedback were
selected the most by students as the most effective tool or strategy. On the other hand, when
asked which activity they thought was least effective at helping them feel connected to their
instructor, Twitter and the “Top 100 List of Design Guidelines” Google Docs activity were listed
by six students each as being the least effective in comparison to the other strategies.
After focusing on the tools and strategies that help students feel connected to their
instructor, we asked students to rate the degree to which each tool and strategy helped them
connect with their peers. Digital storytelling, previous relationships with peers, and open access
to review peers projects were ranked the highest and Twitter was once again ranked the lowest
(see Figure 2 and Table 4). Again, however, it is interesting to note that all of the strategies
except Twitter received a mean score of above neutral (2.0 on a 4-point scale).

13. AERA 2011 13
Figure 2. Students’ responses of what activities were effective at making them feel connected to
their peers.
Table 4
Frequency of Student Responses
Strongly Disagre Neutral Agree Strongly Rating
Disagree e Agree Average
a. Digital Storytelling (IT 5670) 0 0 3 12 12 3.33
q. Previous relationship with peers (IT 5670
0 0 4 15 15 3.32
& IT 6710)
p. Open access to view peers’ projects (IT
0 0 4 18 13 3.26
5670 & IT 6710)
o. Fellow students peer reviews of your
0 2 5 13 16 3.19
assignments (IT 5670 & IT 6710)
l. One-on-one emails (IT 5670 & IT 6710) 0 1 6 14 12 3.12
h. Virtual Paper Bag: 350-word story for
0 0 3 12 5 3.10
Flickr photos (IT 6710)
d. Virtual Paper Bag: Five photos in Flickr
0 0 5 10 6 3.05
(IT 6710)
j. Virtual Paper Bag: Soundtrack (IT 6710) 0 2 3 9 7 3.00
i. Virtual Paper Bag: Wordle (IT 6710) 0 2 5 9 5 2.81
n. Threaded discussions (IT 5670 & IT 6710) 1 4 9 12 11 2.76
m. Adobe Connect Synchronous sessions (IT
0 1 14 12 6 2.70
5670 & IT 6710)
f. Superhero Powers (IT 6710) 1 2 6 9 3 2.52

14. AERA 2011 14
b. Musical Activities (IT 5670) 1 3 10 6 6 2.50
c. Instructors’ Audio/Video Feedback on
1 1 13 6 3 2.38
other students assignments (IT 5670)
g. Top 100 List of Design Guidelines (IT
1 5 8 3 4 2.19
6710)
e. Just Ask Zoltar (IT 6710) 1 4 9 6 1 2.10
k. Twitter (IT 5670 & IT 6710) 3 4 17 1 1 1.73
We then specifically asked students to pick the activity they thought was most effective at
helping them feel connected to their peers. Students selected peer review, open access to view
peers projects and previous relationships as the top three strategies. Similarly, when students
were asked to pick the activity that was least effective at helping them feel connected to their
peers, Twitter was selected most frequently – although, only by seven students – as the least
effective activity.
Phase Three Results
The results of Phases 1 and 2 of the study left us wondering why certain strategies ranked
higher than others. For Phase 3, we conducted interviews with six students: three who had scored
the highest on the social-presence scale (two women and one man) and three who had scored the
lowest on the scale (two men and one woman). We purposively delayed the interviews, not
conducting them until six months after the last surveys were completed; we wanted to hear about
what students remembered as an indication of the most memorable parts of their online course
experiences. Each interview lasted between 30-50 minutes.
Although we are still analyzing the interview data, we have already seen important
themes emerge. According to the students, there are three primary things instructors should do to
enhance social presence:
1. Provide personal, individualized feedback. Students reported this as being key to
them feeling connected to their instructors. The tools and strategies that students
talked about during the interviews as having a positive effect on their feelings of
connection and their relationship with instructors were: email; phone/Skype calls;
written, audio, video feedback; and one-on-one synchronous sessions.
2. Provide opportunities for students to build relationships through collaborative work
and sharing. Students reported this as being key to them feeling connected to their
peers. The tools and strategies that students talked about during the interviews as
having a positive effect on their feelings of connection with their peers were: group
projects, peer reviews, virtual paper bag-like activities, open posting of projects,
threaded discussions, and synchronous sessions.
3. Being accessible. Students reported this as being key to them feeling connected to
their instructors. The tools and strategies that students talked about during the
interviews as having a positive effect on their feelings of connection with and their
relationship with their instructors were: email; phone/Skype calls; synchronous
sessions; and bios and digital stories.

15. AERA 2011 15
The students we interviewed indicated that it was not that the other strategies weren’t of value,
but that these specific strategies had the “biggest bang for the buck” in terms of connection and
relationship building.
Another interesting theme that emerged from the interview data is the importance of
emphasizing the role of the tool and/or strategy used to enhance social presence. The strategies
and tools that worked well for the students were those that were clearly defined, intentionally
sequenced, and relevant to the course’s learning objectives. As the students pointed out, it is not
a specific strategy (e.g., threaded discussions) or tool (e.g., Twitter) that leads to enhanced social
presence, but how and why the strategy or tool is used for social-presence goals within the
framework of achieving specific learning objectives.
The third theme that emerged from the interviews was how influential students saw social
presence (feeling connected to their instructors and peers, having a relationship with their
instructors and peers) as being with regard to their learning. Even the three students who scored
the lowest on the social presence survey shared that they believed social presence was a critical
aspect of the online course experience, contributing to their achievement of course-specific
learning objectives and their overall professional preparation.
Discussion
The results from Phase One, our informal solicitation of student feedback, was overall
positive. The students who responded had good things to say about a number of tools and
strategies we used. For instance, we received some positive feedback about our use of Twitter.
However, as often is the case with this type of feedback, we were not getting feedback from
enough students to make any informed decisions about the tools and strategies we were using.
We were also not gaining any insight into which tools and strategies were better than others. For
instance, while some students reported liking Twitter, we questioned whether or not – when
compared to the other tools and strategies – Twitter was the best use of our instructional time and
energy.
The results from Phase Two on the other hand, while still not representing the
perceptions of every student in our courses (due to the 36.6% response rate), began to help us
compare which tools and strategies were better from a student perspective at establishing and
maintaining social presence with their instructors and peers. We were surprised but delighted that
two very-low tech strategies (that all instructors should be use using)—specifically, detailed
written feedback and one-on-one emails—were in the top three with the best average score as
being able to help students feel connected to their instructors. Interestingly though, when later
asked which specific strategy was most effective phone calls and screencast feedback were
identified the most as the single best strategy. From our perspective, this suggests that basic
teaching strategies (i.e., giving detailed written feedback and/or using screencasts to give
audio/video feedback) and communication strategies (one-on-one email and phone calls) are
perceived as the most effective strategies for helping students connect with their instructors.
At the same time, students rated Twitter as being one of the least effective strategies when
compared to the other tools and strategies we used in our courses. This was both alarming and
comforting. Using Twitter for instructional purposes, and specifically to establish social
presence, involves a serious time commitment. We have been using Twitter for over two years in
our courses but when it comes to which tool or strategy has the most bang for the buck, Twitter
does not work as well as the others. However, this does not suggest that Twitter or social

16. AERA 2011 16
networking tools do not have a place in online courses. Rather, when compared to the others,
Twitter was not as effective at helping students feel connected to their instructors. We later
learned though in the follow-up interviews that this could be due to how we introduced Twitter
in our courses (e.g., students were invited to participate in Twitter as opposed to it being a course
requirement). In fact, one student stated that she might have had a different perspective about
Twitter if she was required to use it.
Other results from Phase Two suggest that while students see certain tools and strategies
as effective in helping them establish a connection with their instructors, they see other tools and
strategies as helping them connect with their peers. For instance, as mentioned earlier, students
found that digital storytelling, previous relationships with peers, and open access to peers’
projects were the most helpful at establishing a connection with their peers. This was reassuring
in that we have experienced and written about the power of digital storytelling to establish social
presence (Lowenthal & Dunlap, 2010) as well as the importance of having open access to peers’
projects (Lowenthal & Thomas, 2010). And while it makes sense, we did not expect previous
relationships with peers to be rated so highly. During the interviews, students clarified that
previous relationships were primarily established through group projects.
The initial results from our interviews support a number of the findings from Phase Two.
For instance, students pointed out that their relationship with instructors (including their sense
that their instructors were real and accessible) was very important to them and an aspect of their
online-course experience that positively influenced their overall learning. They also pointed out
that while all the strategies were of value, certain ones stuck in their minds as being more
effective than others. They recalled how important feedback was—both detailed written
feedback and screencast feedback, and that receiving feedback helped them connect with their
instructors. They also consistently brought up one-on-one communication (in which email was
used the most). So while we continue to hear about emailing being dead, something only “old
folks” do, or something you should not do because it happens outside of the LMS, our results
suggest that email – or more generally personal, individualized communication – is key to
helping students feel connected to their instructors.
Another theme that emerged in the interviews that expanded upon the survey results was
the importance of previous relationships and group work. Based on the survey results alone, it
would be easy to conclude that previous relationships are highly important and that establishing a
cohort model could help establish social presence by having students complete all of their
coursework together. However, the interviews revealed that simply having a previous course
together does not mean that a student had a previous relationship with other students. Students
pointed out that having a successful group-project experience with their peers in a course helped
them get to know their peers better and establish and maintain the social presence between them
in future courses.
Finally, perhaps one of the most interesting things that emerged from the interviews was
that students who were selected with low social presence scores talked about many of the same
things as students who were selected with high social presence scores. This suggests that perhaps
there isn’t a magic level of social presence needed for all students but rather that each student
needs different things.
Implications

17. AERA 2011 17
So where does this leave us in terms of our investigation of social presence in our online
courses? Well, our own experiences coupled with our data collection suggest that many if not all
of our social presence strategies are effective. Further, our more formal analysis leads us to
wonder if low-tech solutions (e.g., personalized, detailed written feedback; one-on-one emails;
phone conversations) are more impactful than high-technology solutions (e.g., Twitter) in the
long run.
When trying to balance workload, which online instructors often have to do (see Dunlap,
2005), it may be more important to attend to these “low-tech” activities in an online course rather
than others—such as Twitter—to enhance social presence. Although there seems to be—as
indicated so far in our inquiry—some clear winners and losers in terms of enhancing social
presence, our inquiry suggests that in any group there is a range of preferences, with one strategy
not fulfilling the needs of all students. We also surmise that students’ perception of social
presence isn’t enhanced by just one tool or strategy, but instead by a carefully crafted set of tools
and strategies that reinforce social presence as a valued part of the teaching-learning experience.
We hope our description of the social-presence strategies we use and the results of our
inquiry into how students perceive the effectiveness of social-presence strategies will inform
others’ selection of tools and strategies for enhancing social presence in online courses, and
provide insight into why certain strategies and tools are more effective than others.
Conclusion
Our personal quest is on-going—to improve our own online teaching and our students’
learning experiences by better understanding where to invest time and energy to get the biggest
social-presence bang for the buck. So far our experience coupled with our research suggests that
on-going low-tech strategies like one-on-one emails and detailed feedback might be more
effective than one-time high-tech strategies. We are not about to abandon all of our high-tech
strategies nor are we going to ignore future technologies that might help establish and maintain
social presence but at the same time we think it is important to recognize the power of low-tech
strategies and the various needs of learners. The bottom line is that we continue to be curious
about how best to establish social presence in the courses we teach, and will continue to work
with our students to incorporate the most appropriate mix of social-presence strategies.

18. AERA 2011 18
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21. AERA 2011 21
Appendix A
Survey of Students’ Perceptions of Social-Presence Strategy Effectiveness
1. The instructor helped to keep course participants engaged and Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
participating in productive dialogue.
2. The instructor helped keep the course participants on task in a way Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
that helped me to learn.
3. The instructor encouraged course participants to explore new Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
concepts in this course.
4. Instructor actions reinforced the development of a sense of Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
community among course participants.
5. The instructor helped to focus discussion on relevant issues in a way Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
that helped me to learn.
6. The instructor provided feedback that helped me understand my Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
strengths and weaknesses.
7. The instructor provided feedback in a timely fashion. Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
8. Getting to know other course participants gave me a sense of Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
belonging in the course.
9. I was able to form distinct impressions of some course participants. Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
10. Online or web-based communication is an excellent medium for Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
social interaction.
11. I felt comfortable conversing through the online medium. Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
12. I felt comfortable participating in the course discussions. Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
13. I felt comfortable interacting with other course participants. Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
14. I felt comfortable disagreeing with other course participants while Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
still maintaining a sense of trust.
15. I felt that my point of view was acknowledged by other course Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
participants.
16. Online discussions help me to develop a sense of collaboration. Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
17. This question asks you to consider specific activities in your course (either IT 5670: Developing eLearning Instruction
or IT 6710: Creative Designs for Instructional Materials or both). Please rate the degree to which you agree that each of the
following activities helped you feel connected to your instructor(s). If a strategy wasn’t used or you don’t remember it being
used, please select n/a.
a. Digital Storytelling (IT 5670) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
b. General “How-to” Screencasts (IT 5670) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
c. Specific trouble shooting “How-to” Screencasts (IT5670) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
d. Screencast (i.e. Audio/Video) Feedback on Assignments (IT 5670) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
e. Music-related Activities (IT 5670) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
f. Video Announcements (IT 5670) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
g. Virtual Paper Bag: Five photos in Flickr (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
h. Virtual Paper Bag: 350-word story for Flickr photos (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
i. Virtual Paper Bag: Wordle (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
j. Virtual Paper Bag: Soundtrack (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
k. Top 100 List of Design Guidelines (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
l. Superhero Powers (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
m. Just Ask Zoltar (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
n. Five minute phone conversation (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
o. Personalized instructor announcements with photos (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
p. Detailed written feedback on projects (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
q. Course overview videos (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
r. Musical interludes on weekly agendas (IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
s. Twitter (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
t. One-on-one emails (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
u. Adobe Connect Synchronous sessions (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
v. Threaded discussions (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
w. Instructor Bios (IT5670 & IT6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree

22. AERA 2011 22
x. Previous relationship with the instructor (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 . 2 . 3 . 4 Strongly Agree
18. Pick the previous activity that you thought was the most effective
and explain why it was effective with helping you feel connected to
your instructor.
19. Pick the previous activity that you thought was the least effective
and explain why it failed to help you feel connected to your instructor.
20. This question asks you to consider specific activities in your course
(either IT 5670 or IT 6710). Please rate the degree to which you agree
that each of the following activities helped you feel connected to your
peers:
a. Digital Storytelling (IT 5670) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
b. Musical Activities (IT 5670) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
c. Instructors’ Audio/Video Feedback on other students assignments n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
(IT5670) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
d. Virtual Paper Bag: Five photos in Flickr (IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
e. Just Ask Zoltar (IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
f. Superhero Powers (IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
g. Top 100 List of Design Guidelines (IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
c. Virtual Paper Bag: 350-word story for Flickr photos (IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
d. Virtual Paper Bag: Wordle (IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
e. Virtual Paper Bag: Soundtrack (IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
f. Twitter (IT5670 & IT6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
h. One-on-one emails (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
i. Adobe Connect Synchronous sessions (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
j. Threaded discussions (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
k. Peer reviews of course peers work (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
l. Open access to view peers’ projects (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
m. Previous relationship with peers (IT 5670 & IT 6710) n/a Strongly Disagree 0 . 1 .2. 3 .4 Strongly Agree
21. Pick the previous activity that you thought was the most effective
and explain why it was effective with helping you feel connected to
your peers.
22. Pick the previous activity that you thought was the least effective
and explain why it failed to help you feel connected to your peers.
23. Did you create a Twitter account and participate in Twitter during
the course?
24. Please explain why you did or did not participate in Twitter:
25. If applicable, in what ways did Twitter (or the Twitter feeds posted
in the course shell) help you feel connected to the instructor(s) of the
course?
26. If applicable, in what ways did Twitter (or the Twitter feeds posted
in the course shell) help you feel connected to your peers in this
course?
27. What aspects of the course helped you feel connected to your
instructor(s)?
28. What aspects of the course helped you feel connected to your
peers?
29. What was the most engaging aspect of the course?
30. What was the most memorable aspect of the course?
31. On a scale of 1-10, how much are you learning (if you still in the Didn’t Learn anything 0 . 1 . 2 . 3 . 4 Learned a great
course), or did you learn (if you have completed the course) in this deal
course?
32. On a scale of 1-10, how satisfied are you (if you are still in the Very unsatisfied 0 . 1 . 2 . 3 . 4 Very Satisfied
course), or were you (if you have completed the course) with this
course?
What course are you basing the answers of this survey on? IT5670 or IT6710

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How many online courses have you taken before this course?
Are you male or female?
How old are you? 21-30 . 31-40 . 41-50 . 51-60 . 61-or older

24. AERA 2011 24
Appendix B
Interview Questions
1. Did you like your experience in your online courses? Why or why not?
2. How active were you in your online courses? How often did you login? What is your sense of
the adequacy of your frequency of activity in the courses? How do you feel about your level of
participation in the courses?
3. In an online course, how important do you think feeling connected to your instructor is as
well as getting a sense that your instructor is "there" and "real"? Why? What types of
technologies and learning activities help?
4. In an online course, how important do you think feeling connected to your peers is as well as
getting a sense that they are "there" and "real"? Why? What types of technologies and learning
activities help?
For questions 5 and 6 -- The following technologies / tools were intentionally used in IT 5670
and/or IT6710:
a. Digital Storytelling (IT 5670)
b. Musical Activities (IT 5670)
c. Instructors’ Audio/Video Feedback on other students assignments (IT 5670)
d. Virtual Paper Bag: Five photos in Flickr (IT 6710)
e. Just Ask Zoltar (IT 6710)
f. Superhero Powers (IT 6710)
g. Top 100 List of Design Guidelines (IT 6710)
h. Virtual Paper Bag: 350-word story for Flickr photos (IT 6710)
i. Virtual Paper Bag: Wordle (IT 6710)
j. Virtual Paper Bag: Soundtrack (IT 6710)
k. Twitter (IT 5670 & IT 6710)
l. One-on-one emails (IT 5670 & IT 6710)
m. Adobe Connect Synchronous sessions (IT 5670 & IT 6710)
n. Threaded discussions (IT 5670 & IT 6710)
o. Fellow students peer reviews of your assignments (IT 5670 & IT 6710)
p. Open access to view peers’ projects (IT 5670 & IT 6710)
q. Previous relationship with peers (IT 5670 & IT 6710)
5. What technologies and tools (whether from the list above or other ones used in your
coursework) contributed to you feeling well connected to your instructor and peers? In what
ways did the technologies and tools contribute?
5a. What learning activities contributed to you feeling well connected to your instructor and
peers? In what ways did the activities contribute?
5b. How did you contribute to feeling connected to your instructor and peers?
6. What technologies and tools (whether from the list above or other ones used in your
coursework) did not contribute to you feeling well connected to your instructor and peers? In
what ways did the technologies and tools interfere/not contribute?

25. AERA 2011 25
7. What do you believe are the key characteristics of an effective online course?
8. In an online course, how do you think your connection with your instructor and sense of your
instructor as being there and being real influences your learning?
9. In an online course, how do you think your connection with your peers and sense of your peers
as being there and being real influences your learning?
10. Did you try out Twitter during your online course? If so, what did you think? What were the
benefits, limitations? If not, why did you choose not to try it out?

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