{"title":"Measuring social presence in online learning: A validation study","authors":"Ahmed A. Alsayer, Patrick R. Lowenthal","doi":"10.1007/s10639-024-12972-w","DOIUrl":null,"url":null,"abstract":"<p>Despite continued research into the Community of Inquiry (CoI) framework, the best way to measure each presence of the framework, and in particular social presence, has not been effectively settled in prior research. The purpose of this study was to evaluate the validity of the social presence items in the CoI framework and its subscales, as well as to determine the strongest contributors to the social presence construct. An online survey of 413 students in online courses in the U.S. was administered to assess the validity and structural framework of the social presence construct. The findings from the current survey suggest that social presence is most strongly predicted by affective expression, and that all three subscales explain approximately 72% of the variance in social presence. The implications of this variance and future research items suggest that emotional expression is one of the more important factors for instructors to focus on in online courses to promote social presence.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"20 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12972-w","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Despite continued research into the Community of Inquiry (CoI) framework, the best way to measure each presence of the framework, and in particular social presence, has not been effectively settled in prior research. The purpose of this study was to evaluate the validity of the social presence items in the CoI framework and its subscales, as well as to determine the strongest contributors to the social presence construct. An online survey of 413 students in online courses in the U.S. was administered to assess the validity and structural framework of the social presence construct. The findings from the current survey suggest that social presence is most strongly predicted by affective expression, and that all three subscales explain approximately 72% of the variance in social presence. The implications of this variance and future research items suggest that emotional expression is one of the more important factors for instructors to focus on in online courses to promote social presence.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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