Social Presence & e-Learning

I discovered a new 'social' word this week--social presence.  As best I can tell, social presence is a nice blend of socialization (recognizing, adopting, learning, embracing a culture's values, attitudes, dos/don'ts) and presence (in this context, the level of participation in the virtual world) and according to an article by Mirah J. Dow, is a predictor of "satisfication with online learning" (Dow, 2008). 

Dow's article discusses a case study conducted with graduate students in 2002-03 whose goal was to uncover student perceptions of interpersonal awareness in online learning.  (I'll admit here that I think some of the students' perceptions, and therefore some of the conclusions, are out-dated, but I'll address the relevance later.)  According to Dow, "results indicate that factors impacting online social context and online communication and interactivity are effective dialog, well-structured interactions, ease of use, and transparency in computer-mediated interactions" (Dow, 2008).  These factors are still key today for effective e-learning.  (You'll have to forgive me for switching back and forth between online and e-learning. When I have a choice, I prefer the more encompassing term 'e-learning.')

Below is a theoretical model Dow uses to provide context for discussing the previously mention factors.  The model can be a useful tool as a succinct starting point for both student and instructor in working towards effective e-learning.

With regards to effective dialogue, Dow notes that student responses ranged from being overwhelmed by the number and frequency of postings to appreciating the "convienence and cost-effective access to teachers and other students" (Dow, 2008).  I argue that in today's Facebook, Twitter, wiki, and blog-dominated virtual world, post count is irrelevant, but the ability to make contact with classmates and the instructor(s) will always be important and without interaction, social presence will likely negatively impact perceptions. 

In her discussion of well-structured interactions, Dow reports that students want teachers to use "instructional methods that provide clear beginnings and endings to learning activities, and utilize features of the electronic program to structure and improve communication and facilitate interactions" (Dow, 2008).  In other words, instructors should begin with the end in mind and know how to maximize the technology. 

Regarding ease of use of media tool, Dow states that students responded positively towards using programs such as WebCT or Blackboard, provided that all the class members could use the technology.  Suffice it say that both students and instructors' ability to use these learning management systems must be identified as soon as possible in order to provide instruction and/or build a lesson plan that allows ease of use relative to technical skill. 

In discussing transparency of computer-mediate communication, Dow notes that student comments ranged from dissatisfaction with no face-to-face interaction and not being able to discern emotions to satisfaction with e-learning's ability to 'remove human prejudice'  and provide  a way to make new friends.  I argue that today's technology (video Skype, video teleconferencing, etc.) and the advent and proliferation of texting and its associated shorthand language make face-to-face possible (okay, you're not 'really' there, but you see the person through another lens other than your eyes) and allow for accurate, written emotional conveyance (OMG!, typing in all caps to denote yelling, emoticons, etc.). 

If the goal of e-learning is to provide an environment in which e-learners learn through effective instruction/construction, then establishing the conditions which maximize social presence would seem to be paramount.

References

Dow, M. (2008). Implications of social presence for online learning: A case study of MLS students. Journal of Education for Library and Information Science, 49(4), 231-42. Retrieved October 5, 2009, from Education Full Text database.