This document discusses problems with measuring social presence in online communities of inquiry. It outlines the three categories of social presence: affective expression, open communication, and group cohesion. It also describes two common tools used to measure social presence: coding discussions and using the Community of Inquiry survey questionnaire. However, the document notes there are issues with only relying on these methods to measure something as complex as social presence.
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
Could social networking online help NEET young people gain employment?John Mowbray
This presentation is derived from work completed for a PhD research project, into the role of social networking, as supported by social media tools, on the job-search behaviours of those in the NEET (not in education, employment or training) category. It will be presented at the i3 conference hosted by Robert Gordon University in Aberdeen, in June 2015. The conference themes include information and its societal impact.
Presentation at the QQML2009 conference Chania, Crete, Greece: 26-29 of May 2009
Summary: http://www.isast.org/images/BOOK_OF_ABSTRACTS_QQML_teliko.pdf
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
Could social networking online help NEET young people gain employment?John Mowbray
This presentation is derived from work completed for a PhD research project, into the role of social networking, as supported by social media tools, on the job-search behaviours of those in the NEET (not in education, employment or training) category. It will be presented at the i3 conference hosted by Robert Gordon University in Aberdeen, in June 2015. The conference themes include information and its societal impact.
Presentation at the QQML2009 conference Chania, Crete, Greece: 26-29 of May 2009
Summary: http://www.isast.org/images/BOOK_OF_ABSTRACTS_QQML_teliko.pdf
This paper will present preliminary findings from an ongoing multi-sited ethnography investigating religious education teachers’ use of online social spaces. Looking particularly at the construction of RE teachers’ professional identities, the study focuses on two primary online social spaces: the TES RE Forum and the NATRE Facebook Page. However, also included, as secondary ethnographic sites within this multi-sited framework, are users’ schools and homes as a means of analyzing the interaction between the online and offline domains. The methodological approach is open and inductive, utilizing multiple data sources. The primary methods include: participant observation and analysis of online interactions; in depth narrative based online and offline interviews; analysis of networks; elite interviews; and analysis of RE/ religious discourses in the media.
Themes emerging from the fieldwork will be discussed in this paper. In particular, the neutrality of the online social spaces being studied will be questioned and the relationship between the agendas of parent companies and RE teachers’ online engagement and understandings of themselves and their subject will be explored. Additionally, Goffman’s image of ‘backstage’ in his framework of performance will be considered as having useful theoretical implications for an understanding of the place online social spaces play in RE teachers professional lives.
Presentation made at the 2012 ALISE Conference, Dallas, TX, January 18, 2012. Title: "Teaching in the Age of Facebook and other Social Media: LIS Faculty and Students “Friending” and “Poking” in the Social Sphere." Collaborators: Drs. Cassidy Sugimoto and Jeffrey Pomerantz.
Social Networking Tools for Academic Librariessuzi smith
Social Networking Tools for Academic Libraries
Abstract
This is an exploratory study investigating the use of social networking tools in academic libraries. The major areas examined include the extent of use of social networking tools, library staff’s perceptions of their usefulness, and perceived challenges in using them. Considerations that influenced decisions to use or not to use social networking tools were also examined. Invitations to participate in a web-based survey were sent to the libraries of 140 universities from Asia, North America and Europe. Responses were received from 38 libraries, yielding a response rate of 27.1%. Twenty-seven libraries (71.1%) used social networking tools, five (13.1%) were potential users who planned to use these tools and six (15.8%) did not plan to use these tools at all. Facebook and Twitter were the most commonly adopted tools in university libraries. Most library staff had generally positive perceptions on the usefulness of social networking tools, but hesitancy among some library staff and limited participation of library users (i.e., students) were perceived to be hindrances. The findings of this study offer insights for academic librarians to use as basis for informed decisions in applying social networking tools.
Online-Ethnography : Penggunaan Facebook pada Multi-Sited Fieldwork dalam Pen...fujiriang
This slide of presentation written in Bahasa Indonesia is presented at Indonesian Scholar Talks in Den Haag talking about the methodological issue of using Facebook to be applied at Multi-Sited Fieldwork in the case of Suriname-Javanese Diasporic People in the Netherlands. The forum is held by Indonesian Student Associations, Indonesian embassy, and etc to mediate Indonesian scholars talking about their idea that can be contributed to the development of Indonesia.
With the advent of Internet technologies, online communities have proliferated over the last three decades. People from dispersed locations are constantly coming together on virtual spots and are enabled by a wide range of software technologies to share common interests and concerns. With early emergent examples, online communities have received intensive study across various academic disciplines. This presentation aims at introducing the basic framework for understanding the specificities of online communities. The first section tries to construct an understanding of these communities by analysing their components. The second section exposes some of the influence spheres of this new virtual space. electronic media
The Role of Social Media in Today's College Student ExperienceLiz Gross, Ph.D.
College students and social media: what’s left to know? Turns out, a lot! As social media has become part of the fabric of our students’ lives, researchers have been examining how it affects their identity development, decision-making, and campus engagement. This fast-paced, potpourri session will review a decade of research about college students and social media, including some not-yet-published findings.
This paper will present preliminary findings from an ongoing multi-sited ethnography investigating religious education teachers’ use of online social spaces. Looking particularly at the construction of RE teachers’ professional identities, the study focuses on two primary online social spaces: the TES RE Forum and the NATRE Facebook Page. However, also included, as secondary ethnographic sites within this multi-sited framework, are users’ schools and homes as a means of analyzing the interaction between the online and offline domains. The methodological approach is open and inductive, utilizing multiple data sources. The primary methods include: participant observation and analysis of online interactions; in depth narrative based online and offline interviews; analysis of networks; elite interviews; and analysis of RE/ religious discourses in the media.
Themes emerging from the fieldwork will be discussed in this paper. In particular, the neutrality of the online social spaces being studied will be questioned and the relationship between the agendas of parent companies and RE teachers’ online engagement and understandings of themselves and their subject will be explored. Additionally, Goffman’s image of ‘backstage’ in his framework of performance will be considered as having useful theoretical implications for an understanding of the place online social spaces play in RE teachers professional lives.
Presentation made at the 2012 ALISE Conference, Dallas, TX, January 18, 2012. Title: "Teaching in the Age of Facebook and other Social Media: LIS Faculty and Students “Friending” and “Poking” in the Social Sphere." Collaborators: Drs. Cassidy Sugimoto and Jeffrey Pomerantz.
Social Networking Tools for Academic Librariessuzi smith
Social Networking Tools for Academic Libraries
Abstract
This is an exploratory study investigating the use of social networking tools in academic libraries. The major areas examined include the extent of use of social networking tools, library staff’s perceptions of their usefulness, and perceived challenges in using them. Considerations that influenced decisions to use or not to use social networking tools were also examined. Invitations to participate in a web-based survey were sent to the libraries of 140 universities from Asia, North America and Europe. Responses were received from 38 libraries, yielding a response rate of 27.1%. Twenty-seven libraries (71.1%) used social networking tools, five (13.1%) were potential users who planned to use these tools and six (15.8%) did not plan to use these tools at all. Facebook and Twitter were the most commonly adopted tools in university libraries. Most library staff had generally positive perceptions on the usefulness of social networking tools, but hesitancy among some library staff and limited participation of library users (i.e., students) were perceived to be hindrances. The findings of this study offer insights for academic librarians to use as basis for informed decisions in applying social networking tools.
Online-Ethnography : Penggunaan Facebook pada Multi-Sited Fieldwork dalam Pen...fujiriang
This slide of presentation written in Bahasa Indonesia is presented at Indonesian Scholar Talks in Den Haag talking about the methodological issue of using Facebook to be applied at Multi-Sited Fieldwork in the case of Suriname-Javanese Diasporic People in the Netherlands. The forum is held by Indonesian Student Associations, Indonesian embassy, and etc to mediate Indonesian scholars talking about their idea that can be contributed to the development of Indonesia.
With the advent of Internet technologies, online communities have proliferated over the last three decades. People from dispersed locations are constantly coming together on virtual spots and are enabled by a wide range of software technologies to share common interests and concerns. With early emergent examples, online communities have received intensive study across various academic disciplines. This presentation aims at introducing the basic framework for understanding the specificities of online communities. The first section tries to construct an understanding of these communities by analysing their components. The second section exposes some of the influence spheres of this new virtual space. electronic media
The Role of Social Media in Today's College Student ExperienceLiz Gross, Ph.D.
College students and social media: what’s left to know? Turns out, a lot! As social media has become part of the fabric of our students’ lives, researchers have been examining how it affects their identity development, decision-making, and campus engagement. This fast-paced, potpourri session will review a decade of research about college students and social media, including some not-yet-published findings.
AERA 2010 - Investigating Social Presence and TwitterPatrick Lowenthal
Abstract
To be truly effective, online learning must facilitate the social process of learning. This involves
providing space and opportunities for students and faculty to engage in social activities.
Although learning management systems offer several tools that support social learning and
student engagement, the scope, structure, and functionality of those tools can inhibit and restrain
just-in-time social connections and interactions. In this paper, we describe the results of our use
of Twitter to encourage free-flowing just-in-time interactions and how these interactions
enhanced social presence in our online courses.
Extent of social media usage by students for improved learning in Tertiary In...iosrjce
This study was carried out to ascertain the perception of students on the use of social media for
educational purposes. It was conducted in three tertiary institutions in Rivers State. The sample comprised 200
respondents randomly selected from three tertiary institutions in Rivers State. Five research objectives and four
null hypotheses were used for the study. Mean scores, ANOVA, multiple comparison test using schaffer model,
and Correlational Analysis were the statistical tools used in the study. The study found that social media is used
in the study. The study found that social is used for educational purposes in terms of communication, sharing
and exchanging ideas with improved engagement with technology. The study also revealed that social media is
frequently used for interactions with friends for classroom assignment, communication in and outside
classroom, promoting interactions during lectures, promoting informal learning, enhance course grades,
facilitating language exchange, video conferencing, creating room for educational and video sharing. In terms
of attitude of students, respondents generally have favourable attitude towards use of social media. The study
revealed significant differences exist in social media usage across the three universities involved in the study
and significant differences exist in usage of social media between male and female respondents; and in attitude
of students towards social media. Based on these findings, the study recommend that the use of social media
should be incorporated into the curriculum for enhanced universities education.
AERA 2011 -- Investigating Students' Perceptions of Various Instructional Str...Patrick Lowenthal
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.
The Power of Massive Informal Learning EnvironmentsDonny Tusler
The theoretical categorizing of digital learning environments with a example of the grand theories applied to a case study of the spread of misconceptions.
Construct maps are important tools in educational assessment and can serve multiple purposes related to development and validation, as well as score interpretation and use. This chapter outlines a process for developing a construct map from the qualitative ordering of teachers’ responses to open-ended assessment items. The construct of interest pertains to a teacher’s ability to attend to what students say and do, which is a key component of many recommendations for instructional practice within mathematics education. The instrument we are developing is designed to measure teachers’ attentiveness to student thinking in quantitative reasoning problem situations. A key aspect of our instrument development process is the development of a construct map that hierarchically orders qualitatively different levels of teacher attentiveness. In this chapter we describe our process for developing the construct map with the intent of providing an example to others who may be interested in engaging in the development of construct maps.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
In search of a better understanding of social presence: An investigation into...Patrick Lowenthal
Research on social presence and online learning continues to grow. But to date,
researchers continue to define and conceptualize social presence very
differently. For instance, at a basic level, some conceptualize social presence as
one of three presences within a Community of Inquiry, while others do not.
Given this problem, we analyzed how researchers in highly cited social
presence research defined social presence in an effort to better understand how
they are defining social presence and how this might be changing over time. In
this article, we report the results of our inquiry and conclude with implications
for future research and practice.
Open Access Journals in Educational Technology: Results of a Survey of Exper...Patrick Lowenthal
As the academic publishing industry evolves, there has been an unprecedented growth of “open access journals” (OAJs). In educational technology alone, with an estimated 250 or more total journals, nearly one-third are designated as “open.” Though OAJs are lauded for their contribution to social justice issues (reduction of subscription requirement barriers), many people are suspicious of the content found in them and question the legitimacy of publishing in them. In this study, we sought to discover the opinions of educational technology scholars about OAJs in their own field. We were able to learn which OAJs were deemed to be most valuable, as well as the characteristics of OAJs thought to be particularly important. A companion site accompanies this article, http://edtechjournals.org
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...Patrick Lowenthal
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved them into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this paper, we present the results of our inquiry, with a specific focus on the implications the results have on day-today practice of designing online courses.
Getting graphic About Infographics: Design Lessons Learned From Popular Infog...Patrick Lowenthal
People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 “liked” infographics on a popular infographic sharing website in an effort to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.
Intentional Web Presence for Research and Technology ProfessionalsPatrick Lowenthal
Intentionally creating a well-crafted online presence, sometimes called a web presence, is important not only for recent graduates but for any professional in a community of practice that values technology use and innovation (e.g., information technology, computer science, digital and graphic design); also, professionals who work with external stakeholders (e.g., consultants working with clients, teachers working with parents, artists working with customers and funding sources) benefit from attention to their web presence. In this presentation, I will share why professionals need to attend to their web presence and share some strategies for crafting the components of a vibrant and dynamic professional web presence and digital footprint.
AERA 2015 Instructional Design Lessons Learned From Reviewing Popular Infogra...Patrick Lowenthal
Infographics are one way of presenting complex and dense informational content in a way the supports cognitive processing, learning, and future recognition and recollection. Infographics, as the name implies, are a way of presenting information graphically. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear. In this session we will share the results of our inquiry into what makes an effective infographic. Derived from our inquiry, we will share recommendations on how educators might leverage the power of infographics in their classrooms, and assignments we now use with our students.
Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
Intentional Web Presence for Educational Technology ProfessionalsPatrick Lowenthal
Educational technology professionals must be digitally literate. Part of this involves effectively managing one’s web presence. In this presentation, I will argue that educational technology professionals need to practice what they preach by attending to their web presence. I will share strategies for crafting the components of a vibrant and dynamic professional web presence such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).
PASSHE 2015: If You Record It, Will They Watch It? And Will It Matter? Explor...Patrick Lowenthal
If You Record It, Will They Watch It? And Will It Matter? Exploring Student Perceptions of Online Video
Online videos can help build presence and community in online courses. But do students actually watch these videos? The presenter will share his experience using asynchronous video (e.g., video announcements, video feedback) as well as share research on students perceptions of asynchronous video, while engaging the audience in their own use of rich media.
AERA 2013 - Problems measuring a community of inquiry
1. Problems Measuring Social Presence
in a Community of Inquiry
Patrick R. Lowenthal
Boise State University
@plowenthal
Joni Dunlap
University of Colorado Denver
paper @ patricklowenthal.com
2. Our Paper
In press in a special issue in
E-Learning and Digital Media
Download @
http://tinyurl.com/aera13coi
slides @ patricklowenthal.com
8. CoI Questionnaire
• Arbaugh et al. (2008). Developing a community of
inquiry instrument: Testing a measure of the
Community of Inquiry framework using a multi-
institutional sample.
• Swan et al. (2008). Validating a measurement tool
of presence in online communities of inquiry.
10. Affective Expression
14. Getting to know other course
participants gave me a sense of
belonging in the course.
15. I was able to form distinct
impressions of some course
participants.
16. Online or web-based
communication is an excellent
medium for social interaction.
• Expression of
Emotions
• Use of humor
• Self-Disclosure
12. Open Communication
17. I felt comfortable conversing
through the online medium.
18. I felt comfortable
participating in the course
discussions.
19. I felt comfortable interacting
with other course participants.
• Continuing a thread
• Quoting from other
messages
• Referring explicitly to
other messages
• Asking questions
• Complimenting, expres
sing appreciation
• Expressing agreement
14. Group Cohesion
20. I felt comfortable
disagreeing with other course
participants while still maintaining
a sense of trust.
21. I felt that my point of view was
acknowledged by other course
participants.
22. Online discussions help me
to develop a sense of
collaboration.
• Vocatives
• Addresses or refers
to the group using
inclusive pronouns
• Phatics /
Salutations
16. Related References
2009 -Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education,
20(2), 129-136.
2010 - Defeating the Kobayashi Maru: Supporting student retention by balancing the needs of the many and the one.
EDUCAUSE Quarterly, 33(4).
2011a - Learning, unlearning, and relearning: Using Web 2.0 technologies to support the development of lifelong
learning skills. In E-infrastructures and technologies for lifelong learning: Next generation environments. Hershey, PA:
IGI Global.
2011b - Alternative structures for online discussions. In The online learning idea book: Proven ways to enhance
technology-based and blended learning. San Francisco: Pfeiffer.
in press - The power of presence: Our quest for the right mix of social presence in online courses. In Real life distance
education: Case studies in practice. Charlotte, NC: Information Age Publishing.
2009 - The evolution and influence of social presence theory on online learning. In Online education and adult learning:
New frontiers for teaching practices. Hershey, PA: IGI Global.
2012 - Social presence: What is it? How do we measure it? (Doctoral dissertation). University of Colorado Denver/
2010 - From pixel on a screen to real person in your students’ lives: Establishing social presence using digital
storytelling. The Internet and Higher Education, 13(1-2), 70-72.
2009 - Mixed research and online learning: Strategies for improvement. In Online education and adult learning: New
frontiers for teaching practices. Hershey, PA: IGI Global.
2010 - A mixed methods examination of instructor social presence in accelerated online courses. Presented at AERA.
2009 - The changing nature of online communities of inquiry: An analysis of how discourse and time shapes students’
perceptions of presence. Presented at AECT.
Editor's Notes
Hi everyoneI am Patrick and this is Joni. We are here to talk about a paper we wrote about measuring social presence.
Our paper is coming out later this year in a special issue on the Community of Inquiry in E-Learning and Digital Media (Eds. Norm Friesen and Anna Ortiz). The focus of this paper and the focus of our talk today is about the misalignment we have encountered when using the CoIQ to measure social presence in our own research.
Whether conceptualized as part of a community of inquiry or not, we are kinda obsessed with social presence. Over the past few years we have written about our use of using digital storytelling to establish social presence, digital music to establish social presence, social media (specifically Twitter) to establish social presence and even how to use low tech strategies to establish social presence. Despite this we remain dissatisfied, whether designing or teaching our own courses or working with other faculty, we haven’t been able to identify that magic formula to establish social presence. So our research and tinkering with our teaching continues…
Most researchers interested in social presence and online learning conceptualize social presence as existing within a community of inquiry.
In the community of inquiry social presence is thought to consist of three parts, affective, interactive and cohesive…
So when measuring social presence (and specifically affective expression, open communication, and group cohesion) researchers typically will either code discussions or survey learners.
Here are a number of the original indicators developed by Garrison and his colleagues… to code social presence in online discussions. They have been tweaked a little over the years but for the most part they remain unchanged.
A number of different surveys existed to measure social presence (and the community of inquiry) but a few years ago a number of researchers came together to create a joint instrument. We were excited about this and used it a couple of times… but as our research has continued and we have considered using mixed methods to study social presence we found ourselves comparing the categories and indicators of social presence to the CoIQ.
Let’s look at affective expression…New Affective QuestionsI formed distinct impressions of some course participants;I projected who I am to other course participants;I expressed emotions in this courseI used humor in this courseI self-disclosed information about life outside of classOthers expressed emotions in this courseOthers used humor in this courseOthers self-disclosed personal information in the course
Let’s look at open comunicationNew Interactive responses?I expressed agreement or disagreement with others or the content of others’ messagesI complimented others or the contents of their messagesI asked questionsI directly referred to the contents of others postsI communicated effectively using online communication tools (e.g., threaded discussions, email, and instant messaging)Others communicated effectively using online communication tools (e.g., threaded discussions, email, and instant messaging) with meI felt comfortable participating in online threaded discussionsI felt comfortable interacting with others.
Let’s look at group cohesion…New Cohesive ResponsesI was able to develop a sense of collaboration with my peers.I used greetings and salutations Others used greetings and salutations I referred to other participants by their first nameOthers addressed me by my first nameI addressed the group using inclusive pronounsOthers addressed the group using inclusive pronouns