This document summarizes a study examining social presence as a motivational component in blended e-learning. The study analyzed discussion forum posts from 17 students in 4 small groups completing an online assignment over 6 weeks. Student posts were coded based on indicators of social, cognitive, and teaching presence. Emergent profiles showed varying levels of individual and group social presence over time. The study aims to understand how social presence evolves through the learning process and how it relates to collaboration, task motivation, and performance.