In search of a better understanding of social presence: an investigation into how researchers define social presence

References

• Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3–22. doi:10.24059/olj.v12i3.72
   Google Scholar
• Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distributed Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230
   Google Scholar
• Annand, D. (2011). Social presence within the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 12, 40–56. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/924/185510.19173/irrodl.v12i5.924
   Web of Science ®Google Scholar
• Arbaugh, J. B., Bangert, A., & Cleveland-Innes, M. (2010). Subject matter effects and the community of inquiry (CoI) framework: An exploratory study. The Internet and Higher Education, 13, 37–44.10.1016/j.iheduc.2009.10.006
   Web of Science ®Google Scholar
• Biocca, F., Harms, C., & Burgoon, J. K. (2003). Toward a more robust theory and measure of social presence: Review and suggested criteria. Presence: Teleoperators and Virtual Environments, 12, 456–480. doi:10.1162/105474603322761270
   Web of Science ®Google Scholar
• Bolliger, D. U., & Inan, F. A. (2012). Development and validation of the online student connectedness survey (OSCS). The International Review of Research in Open and Distributed Learning, 13, 41–65. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1171/220610.19173/irrodl.v13i3.1171
   Web of Science ®Google Scholar
• Brady, K. P., Holcomb, L. B., & Smith, B. V. (2010). The use of alternative social networking sites in higher educational settings: A case study of the e-learning benefits of Ning in education. Journal of Interactive Online Learning, 9, 151–170. Retrieved from http://www.ncolr.org/jiol/issues/pdf/9.2.4.pdf
   Google Scholar
• Caspi, A., & Blau, I. (2008). Social presence in online discussion groups: Testing three conceptions and their relations to perceived learning. Social Psychology of Education, 11, 323–346. doi:10.1007/s11218-008-9054-2
   Google Scholar
• Dennen, V. (2007). Presence and positioning as components of online instructor persona. Journal of Research on Technology in Education, 40, 95–108. doi:10.1080/15391523.2007.10782499
   Google Scholar
• Dunlap, J., Bose, D., Lowenthal, P. R., York, C. S., Atkinson, M., & Murtagh, J. (2016). What sunshine is to flowers: A literature review on the use of emoticons to support online learning. In S. Y. Tettegah & M. Gartmeier (Eds.), Emotions, technology, design, and learning (pp. 163–182). San Diego, CA: Elsevier.10.1016/B978-0-12-801856-9.00008-6
   Google Scholar
• Dunlap, J. C., & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20, 129–136.
   Google Scholar
• Dunlap, J. C., & Lowenthal, P. R. (2014). The power of presence: Our quest for the right mix of social presence in online courses. In A. A. Piña & A. P. Mizell (Eds.), Real life distance education: Case studies in practice (pp. 41–66). Greenwich, CT: Information Age Publishing.
   Google Scholar
• Feenberg, A. (1989). The written world: On the theory and practice of computer conferencing. In R. Mason & A. Kaye (Eds.), Mindweave: Communication, computers, and distance education (pp. 22–39). Oxford: Pergamon Press.
   Google Scholar
• Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11, 61–72. Retrieved from https://onlinelearningconsortium.org/read/online-learning-journal/
   Google Scholar
• Garrison, D. R. (2009). Communities of inquiry in online learning. In P. L. Rogers (Ed.), Encyclopedia of distance learning (2nd ed., pp. 352–355). Hershey, PA: IGI Global.10.4018/978-1-60566-198-8
   Google Scholar
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2, 87–105. doi:10.1016/S1096-7516(00)00016-6
   Google Scholar
• Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13, 5–9. doi:10.1016/j.iheduc.2009.10.003
   Web of Science ®Google Scholar
• Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13, 31–36. doi:10.1016/j.iheduc.2009.10.002
   Web of Science ®Google Scholar
• Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
   Google Scholar
• Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1, 147–166. Retrieved from http://www.learntechlib.org/d/15156
   Google Scholar
• Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11, 8–26. doi:10.1080/08923649709526970
   Google Scholar
• Hostetter, C., & Busch, M. (2006). Measuring up online: The relationship between social presence and student learning satisfaction. Journal of Scholarship of Teaching and Learning, 6(2), 1–12. Retrieved from http://josotl.indiana.edu/article/view/1670/1668
   Google Scholar
• Kawachi, P. (2013). Online social presence and its correlation with learning. International Journal of Social Media and Interactive Learning Environments, 1, 19–31. doi:10.1504/IJSMILE.2013.051653
   Google Scholar
• Kehrwald, B. (2008). Understanding social presence in text-based online learning environments. Distance Education, 29, 89–106.10.1080/01587910802004860
   Web of Science ®Google Scholar
• Kreijns, K., Kirschner, P. A., Jochems, W., & van Buuren, H. (2004). Determining sociability, social space, and social presence in (a)synchronous collaborative groups. Cyberpsychology & Behavior, 7, 155–172. doi:10.1089/109493104323024429
   PubMedGoogle Scholar
• Kreijns, K., Kirschner, P. A., Jochems, W., & van Buuren, H. (2011). Measuring perceived social presence in distributed learning groups. Education and Information Technologies, 16, 365–381.10.1007/s10639-010-9135-7
   Google Scholar
• Kreijns, K., Van Acker, F., Vermeulen, M., & Van Buuren, H. (2014). Community of inquiry: Social presence revisited. E-Learning and Digital Media, 11, 5–18.
   Google Scholar
• Lim, J., & Richardson, J. C. (2016). Exploring the effects of students’ social networking experience on social presence and perceptions of using SNSs for educational purposes. The Internet and Higher Education, 29, 31–39. doi:10.1016/j.iheduc.2015.12.001
   Web of Science ®Google Scholar
• Lombard, M., & Ditton, T. (1997). At the heart of it all: The concept of presence. Journal of Computer Mediated Communication, 3(2). Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.1997.tb00072.x/full
   Google Scholar
• Lowenthal, P. R. (2009). The evolution and influence of social presence theory on online learning. In T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices (pp. 124–139). Hershey, PA: IGI Global.
   Google Scholar
• Lowenthal, P. R. (2012). Social presence: What is it? How do we measure it? ( Doctoral dissertation). University of Colorado Denver. Retrieved from http://search.proquest.com/docview/1014403528
   Google Scholar
• Lowenthal, P. R., & Dunlap, J. C. (2014). Problems measuring social presence in a community of inquiry. E-Learning and Digital Media, 11, 19–30. doi:10.2304/elea.2014.11.1.19
   Google Scholar
• Nasir, N. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76, 449–475. doi:10.3102/00346543076004449
   Web of Science ®Google Scholar
• Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6, 21–40. Retrieved from https://onlinelearningconsortium.org/read/online-learning-journal/
   Google Scholar
• Rogers, P., & Lea, M. (2005). Social presence in distributed group environments: The role of social identity. Behaviour & Information Technology, 24, 151–158. doi:10.1080/01449290410001723472
   Web of Science ®Google Scholar
• Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2). Retrieved from http://cade.athabascau.ca/vol14.2/rourke_et_al.html
   Google Scholar
• Rourke, L., & Kanuka, H. (2009). Learning in communities of inquiry: A review of the literature. International Journal of E-Learning & Distance Education, 23, 19–48. Retrieved from http://files.eric.ed.gov/fulltext/EJ836030.pdf
   Google Scholar
• Rovai, A. P. (2000). Building and sustaining community in asynchronous learning networks. The Internet and Higher Education, 3, 285–297. doi:10.1016/S1096-7516(01)00037-9
   Google Scholar
• Rovai, A. P. (2001). Building classroom community at a distance: A case study. Educational Technology Research and Development, 49, 33–48. doi:10.1007/BF02504946
   Web of Science ®Google Scholar
• Rovai, A. P. (2002a). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/79/152
   Google Scholar
• Rovai, A. P. (2002b). Development of an instrument to measure classroom community. The Internet and Higher Education, 5, 197–211. doi:10.1533/9781780631622
   Google Scholar
• Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55, 1721–1731. doi:10.1016/j.compedu.2010.07.017
   Web of Science ®Google Scholar
• Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: Wiley.
   Google Scholar
• Slagter van Tryon, P. J., & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30, 291–315.10.1080/01587910903236312
   Web of Science ®Google Scholar
• Slagter van Tryon, P. J., & Bishop, M. J. (2012). Evaluating social connectedness online: The design and development of the Social Perceptions in Learning Contexts Instrument. Distance Education, 33, 347–364.10.1080/01587919.2012.723168
   Web of Science ®Google Scholar
• So, H.-Y., & Brush, T. (2008). Students perceptions of collaborative learning, social presence, and satisfaction in blended learning environment: Relationships and critical factors. Computers & Education, 51, 318–336. doi:10.1016/j.compedu.2007.05.009
   Web of Science ®Google Scholar
• Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28, 1738–1747. doi:10.1016/j.chb.2012.04.014
   Web of Science ®Google Scholar
• Swan, K. (2003). Developing social presence in online course discussions. In S. Naidu (Ed.), Learning & teaching with technology: Principles and practices (pp. 136–153). Sterling, VA: Kogan Page.
   Google Scholar
• Swan, K., Shea, P., Richardson, J., Ice, P., Garrison, D. R., Cleveland-Innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. E-mentor, 2(24), 1–12. Retrieved from http://online.purdue.edu/sites/purdue/files/Validating-a-Measurement-Tool-of-Presence-in-Online-Communities-of-Inquiry.pdf
   Google Scholar
• Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online discussions. Journal of Asynchronous Learning Networks, 9, 115–136. Retrieved from https://onlinelearningconsortium.org/read/online-learning-journal/
   Google Scholar
• Tu, C.-H. (2002). The impacts of text-based CMC on online social presence. Journal of Interactive Online Learning, 1(2), 1–24. doi:10.2224/sbp.2007.35.10.1399
   Web of Science ®Google Scholar
• Tu, C.-H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. American Journal of Distance Education, 16, 131–150. doi:10.1207/S15389286AJDE1603_2
   Google Scholar
• Vaughan, N., & Garrison, D. R. (2005). Creating cognitive presence in a blended faculty development community. The Internet and Higher Education, 8(1), 1–12. doi:10.1016/j.iheduc.2004.11.001
   Google Scholar
• Walther, J. B. (1992). Interpersonal effects in computer-mediated interaction: A relational perspective. Communication Research, 19, 52–90. doi:10.1177/009365092019001003
   Web of Science ®Google Scholar
• Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23, 3–43. doi:10.1177/009365096023001001
   Web of Science ®Google Scholar
• Walther, J. B., Anderson, J. F., & Park, D. W. (1994). Interpersonal effects in computer-mediated interaction: A meta-analysis of social and antisocial communication. Communication Research, 21, 460–487. doi:10.1177/009365094021004002
   Web of Science ®Google Scholar
• Walther, J. B. & Parks, M. R. (2002). Cues filtered out, cues filtered in. In M. L. Knapp & J. A. Daly (Eds.), Handbook of interpersonal communication (3rd ed., pp. 529–563). Thousand Oaks, CA: Sage.
   Google Scholar
• Whiteside, A. L. (2015). Introducing the Social Presence Model to explore online and blended learning experiences. Online Learning, 19(2), doi:10.24059/olj.v19i2.453
   Google Scholar
• Whiteside, A. L., Dikkers, A. G., & Swan, K. (2017). Social presence in online learning: Multiple perspectives on practice and research. Sterling, VA: Stylus.
   Google Scholar
• Wilson, B. G., Ludwig-Hardman, S., Thornam, C. L., & Dunlap, J. C. (2004). Bounded community: Designing and facilitating learning communities in formal courses. The International Review of Research in Open and Distributed Learning, 5(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/204/286
   Google Scholar
• Wise, A., Chang, J., Duffy, T., & Del Valle, R. (2004). The effects of teacher social presence on student satisfaction, engagement, and learning. Journal of Educational Computing Research, 31, 247–271. doi:10.2190/V0LB-1M37-RNR8-Y2U1
   Web of Science ®Google Scholar
• Xin, C. (2012). A critique of the community of inquiry framework. International Journal of E-Learning & Distance Education, 26(1). Retrieved from http://www.ijede.ca/index.php/jde/article/view/755/1333
   Google Scholar