How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains?

Abstract

Students’ sense of social presence in online classes potentially contributes to their learning experiences. This study examines the relationship between online class format (synchronous or asynchronous), social presence, active learning activities (e.g., open-ended real-time polling), and students’ subjective course gains (e.g., perceived learning). Findings from an exploratory survey with 322 undergraduate students suggest that in synchronous classes, social presence, perceived learning and class enjoyment were higher compared to asynchronous classes. Perceived competence was unexpectedly lower in synchronous than asynchronous classes. In both synchronous and asynchronous classes, instructor social presence was more strongly associated with subjective course gains than peer social presence. Additionally, social presence was found to mediate the relationship between active learning activities and certain subjective course gains, especially in synchronous classes. Together, the results suggest that students’ subjective course gains are significantly related to social presence, especially instructor social presence, which is augmented through active learning strategies.