Social presence in flexible online courses: links to learning and student satisfaction

Student demand and budget shortages have influenced the need for land–grant institutions to offer online courses. Research has identified that online courses broaden the reach of land–grant institutions to students who may not have access to campus. Literature indicated student satisfaction in online courses should be routinely assessed in order to potentially improve online course delivery. This study was framed with the motivational needs theory and social presence theory. The purpose of this study was to measure students’ perceptions of the learning environment, social presence, and satisfaction in online courses. An electronic survey was implemented using the Tailored Design Method to collect the data. Learning environment was correlated with social presence, and learning environment and social presence were significant effects on students’ satisfaction p < .05. Learning environment and social presence accounted for 26% of the variance in students’ satisfaction with eLearning courses. Including social media tools in eLearning courses, may assist students enhance their social presence in the respective course. Designing types of assignments that involve collaboration among students, and instituting authentic learning experiences that align with student interests, will improve students’ social presence, the learning environment and student satisfaction in eLearning courses.

This study investigated the levels of social presence, online learning self-efficacy, and student satisfaction among undergraduate students taking online courses from the School of Educational Sciences at the University of Jordan during the COVID-19 pandemic. It was hypothesized that the relationships between these variables and the degrees of social presence and online learning self-efficacy could predict student satisfaction in these online learning settings. To this end, we used a stepwise multiple regression model for student satisfaction involving social presence and online learning self-efficacy. Data were collected from a sample of 435 participants, all of whom were undergraduate students enrolled in the summer semester at the University of Jordan in 2020 Academic Year. The results demonstrated that the undergraduate students had high levels of online learning self-efficacy and moderate levels of social presence and student satisfaction. The study also revealed a significant positive relationship between social presence, online learning self-efficacy, and student satisfaction. The findings revealed that social presence and online learning self-efficacy impact and significantly predict student satisfaction in higher education institutions in Jordan in online learning settings. Based on these results, the authors recommend that instructors at these institutions foster social presence to enhance student satisfaction.

Online learning has become increasingly popular in the educational environment, particularly after the COVID-19 pandemic. This research aims to describe the social presence and satisfaction of students in online learning, as well as examine the relationship between social presence and student satisfaction. A cross-sectional online study was conducted, involving 508 Indonesian and Malaysian postgraduate students from August 5 to October 2, 2023. Participants completed the social presence and student satisfaction scale developed by Gunawardena and Zittle. Data analysis techniques included descriptive statistics, the Man-Whitney test, the Kruskal-Wallis test, and Spearman's Rank-Order Correlation using SPSS 26.00. The social presence and student satisfaction were categorized as good, as there were no items with scores below average. Univariate analysis indicated that the online learning experience and the quality of the network in the place of residence were determining factors for the differences between the variables, while other characteristics, including the country (Indonesia and Malaysia), showed no significant differences. Correlation analysis indicated a positive relationship between social presence and student satisfaction. This research has important implications for improving the quality of online learning. Universities should consider revising their curriculum to be more ICT-friendly, helping students become familiar with using the platform. Educational policies should also focus on training and developing educators to effectively implement online learning. Additionally, government support is crucial in realizing high-quality online learning.

ABSTRACTOnline learning has become more popular in higher education with its advantages of flexibility and accessibility. However, there have been challenges to students’ learning experience in online learning. One critical challenge would be providing interactions between students and instructors as good or effective as in the face‐to‐face environment. However, providing face‐to‐face interactions in online learning is not feasible because students and instructors are not physically present together. In this study, we introduce and empirically investigate social presence as student learning experience in online learning in which physical presence does not exist. Drawing upon the social presence and online learning literature, we propose a research model to explore how the interactivity of communication tools can drive social presence and student satisfaction in online learning. Furthermore, this study examines gender difference as a moderator in the model. Data were collected from undergraduate students who were taking online business statistics courses where an interactive communication tool was required to use for class communication and collaboration. The results showed that social presence driven by tool interactivity had a significant impact on student satisfaction in online learning. We also found that gender difference moderated the relationship between tool interactivity and social presence in online learning.

Online learning has been put into practice since a long time ago by universities around the world, but still few were practicing it full mode such as what happened in the pandemic situation nowadays. Some research explained online learning practice during the pandemic cause a low motivation to study, high level of stress, and eventually may lead to the rise of dropout rate. One of the reasons is that learning from home degrades social activity in the learning process. Previous research stated that one approach that may increase social presence in online learning is by dividing students into small group discussions. This approached is believed able to improve student satisfaction toward the course. This research aims to systematically examine the impact of social presence on student satisfaction through small group discussion. The study surveyed students who were experiencing small group discussion in synchronous online learning through breakout room in Zoom application. This study found that small group discussion in synchronous online learning environment able to facilitate social presence among the students. Further, social presence was found to have a positive relationship with student satisfaction in three constructs, namely; social sharing, open mind, and social identity.

Using a 33-item 5-point Likert scale and partial least squares structural equation modeling approach, this study examined the role of 347 Chinese college first-year students’ self-regulated learning as a mediator among social and cognitive presences and their learning satisfaction in an asynchronous online course during the COVID-19 pandemic. Specifically, it examined the extent to which their self-regulated learning and cognitive presence mediated the influence of social presence on their learning satisfaction. The results indicated that participants’ self-regulated learning had a significant positive effect on their learning satisfaction. It also had a significant mediation effect between social presence and their learning satisfaction, as well as between social and cognitive presences. Furthermore, social presence played a significant role in participants’ self-regulated learning and their learning satisfaction through the mediation of their self-regulated learning and cognitive presence. Implications for designing asynchronous online courses are discussed. Implications for practice or policy Course designers should consider how to leverage and increase students’ social presence in the asynchronous online learning environment. Course designers should make it a priority to clarify learning goals, inform learning activity time, provide prompt feedback, design appropriate autonomous tasks, arrange appropriate social learning activities, and specify optional online learning paths. Course designers should foster learners’ self-regulated learning, help them build online confidence, manage their time well, and overcome difficulty in completing the online learning tasks.

The literature on online presence suggests critical presences that an instructor must create in order to provide a comprehensive educational experience for the online learner. However, available validated research instruments have limitations in terms of assessing the nature and extent of instructors' presence in the online learning landscape. This study developed and validated an instrument for assessing instructor presence in an online learning environment. Four hundred and four students (285 men and 119 women) from a Ghanaian university, enrolled in various master's degree programmes during the 2021–2022 academic year, participated in the study. Based on the literature and expert consultations, we administered generated items to the students, adhering to the rudiments of the factor analytical framework (i.e., exploratory and confirmatory factor analyses). The factor analytical procedures produced 37 items that corresponded to four well‐validated and reliable factors: teaching presence (10 items, α = 0.92), cognitive presence (8 items, α = 0.91), social presence (9 items, α = 0.91) and emotional presence (10 items, α = 0.93). Gender measurement invariance was confirmed. Future studies can use the Online Instructor Presence Scale as a standardised tool to assess instructor presence in an online learning environment. Practitioner notesWhat is already known about this topic Instructor presence is increasingly recognised as a crucial factor in enhancing student learning, motivation and satisfaction in online learning. Research indicates four types of instructor presence: teaching, cognitive, social and emotional presence. Instructor presence has been expressed in terms of instructor's activities, instructor–student interactions and participation. Available validated research instruments have limitations in assessing the nature and extent of instructors' presence in the online landscape. What this paper adds Develops and validates an online instructor presence scale (OIPS) to assess instructor presence through the lens of postgraduate students. The OIPS examines all four dimensions of instructor presence, surpassing previous instruments that focused on one to three dimensions. Confirms gender measurement invariance, indicating that the OIPS operates similarly for both genders. Implications for practice and/or policy Stakeholders in education can use the OIPS to assess instructors' ability to create an online presence in virtual learning. Researchers can use the OIPS to assess students' perceptions of how instructors create presence in an online learning environment. The OIPS offers a platform for instructors, administrators and instructional designers to evaluate the institution's online teaching and learning activities. Instructors can foster effective learning and intellectual communities by cultivating the four types of presence.

Online learning has revolutionised education by providing flexibility and accessibility to students worldwide. Despite this, fostering meaningful engagement in virtual settings continues to be a significant challenge for educators and researchers. The influence of social presence on teaching and cognitive presence in online learning is based on the Community of Inquiry (CoI) framework. According to Garrison and Arbaugh (2007), there are three types of presences in online learning: (a) social presence, (b) teaching presence, and (c) cognitive presence. This study investigates the influence of social, teaching and cognitive presence in online learning for Japanese as a foreign language. A quantitative survey based on Garrison and Arbaugh (2007) was conducted, consisting of four sections: a demographic profile with four items and 34 items measured using a 5-point Likert scale via Google Forms. The questionnaire was answered by 184 students studying Japanese from three clusters, Science and Technology, Arts and Humanities, and Business and Administration at a public university in Malaysia. The findings reveal that learners highly value (a) social presence, (b) teaching presence, and (c) cognitive presence as integral to their learning experience. Additionally, the correlation analysis highlights significant relationships between these types of presence, emphasizing the need for a balanced and integrated approach to improve the overall online learning experiences. It also emphasizes the need for educators to incorporate these components into their course design and classroom environments to enhance Japanese language learner engagement, communication, and overall satisfaction. Future research should investigate the mechanisms through which social presence impacts teaching and learning outcomes in online settings.

doi: 10.5480/11-569Although perceived as a means of bringing people together, the online environment can also create isolation. Technology alone does not create a community of learning, and a learning community with critical discourse does not just happen. Rather, online, formalized learning carried out remotely using computer-mediated technology relies on good instructional design, a learning management system supported by technology, and a facilitator who sets the tone for participation and fosters social presence and teacher immediacy. Online instructors must be a powerful force within the online classroom.The concepts of social presence and teacher immediacy are not new to education. Short, Williams, and Christie (1976) developed the theory of social presence, defined as the degree of quality or state of being there when using an outside medium to communicate. Mehrabian (1967) conceptualized teacher immediacy as consisting of behaviors that reduce physical or psychological distance in interpersonal communication. Social presence and teacher immediacy have a positive impact on student satisfaction and learning (Christophel, 1990; Garrison & Arbaugh, 2007; Wallace, 2003).Social climates in computer-mediated instruction are far different than face-to-face environments. Building a community of learning in the online environment involves developing social presence across time and distance. To develop social presence between the students and instructors, the authors instituted a personal telephone call to students in the first week of class.INSTITUTING THE FIRST-WEEK TELEPH ONE CALLWhen students log into class for the first time, they are faced with discussion boards, syllabi, and a host of other written instructions in which some students become lost or discouraged. Concerns about early course withdrawals triggered instructors teaching in the program to begin to use telephone calls in the first week as a way to develop rapport and initiate the beginnings of social presence. Since the process of developing social presence begins on the first day the course room opens, a call to the student early in the week was seen as a way to support students and build community.The call personalizes the instructor and helps dispel the impression that online classes are just interactions with technology. Instructors use a Call Tracker to record student questions and problems identified in the telephone conversation. This approach allows the instructor to follow up or refer students to other institutional departments as needed, such as advising, technical support, or financial aid.Even though class orientation activities include careful listing of the syllabus and calendar, as well as a written welcome and description of the class, students have expressed appreciation for the telephone call as part of these orientation activities. This positive feeling may be carried throughout the course, as was evidenced when students discussed the first call in the last week of course reflections and in course evaluations.The instructor has many issues present before the online interaction begins. Bradshaw (2009) noted that students may come to nursing education with diverse learning styles. A visual learner may be comfortable in the online setting while an auditory learner may tend to lose interest and not do as well. Since it is not always evident which learning styles are present, the telephone call may provide extra resources for the auditory learner. Not all students are successful in a virtual environment, so the initial creation of rapport and teacher support has the potential to prevent some online failures and promote student retention.Teacher immediacy and methods for reducing interpersonal distance require timely, constructive feedback, a means of reinforcing the instructor's social presence. The personal call in the initial week of the course helps students understand that the instructor is a real person and is interested in the student's success and development. …

The study examined the relationship between student satisfaction with online learning and the intelligence types postulated by Howard Gardner in the multiple intelligences theory. Student satisfaction, being a multifaceted construct, is contingent on an array of factors in an educational setting. Additionally, the introduction of an online (distance) learning model with its recent enhancement has had a bearing on it. The outcomes of the present study indicate a relationship between student learning satisfaction with an online environment and certain types of intelligence, namely interpersonal, naturalistic and visual-spatial. This may stem from students’ characteristics, learning styles as well as the needs each type represents. Moreover, it was revealed that student online learning satisfaction decreases with the length of studies and the results which students achieve. It was also discovered that there was an equal distribution of all intelligence types amongst both men and women whose online learning satisfaction was examined. The online model of learning can satisfy students’ academic expectations in the time when they cannot be satisfied otherwise. The outcomes also imply that with the recent development of education, a hybrid and flexible model might be welcome in the years to come.

This study was intended to determine the effect of interaction, self-regulation and course structure on student satisfaction through social presence. This research adopted a quantitative research approach. The sample of this study consisted of 187 higher education students of Economics Education in Universitas Negeri Semarang based on the proportional random sampling technique. Data was collected using a questionnaire which was then analysed through the Structural Equation Model (SEM) approach using the Smart PLS version 3.0 application. This research concluded that interaction and self-regulation and mediating variables social presence succeeded in influencing student satisfaction. In contrast, the course structure was found not to affect student satisfaction, and social presence failed to mediate self-regulation variables on student satisfaction. It is recommended that lecturers design an interactive learning environment by considering student characteristics. The balance between structure and dialogue was a determining factor for student satisfaction, so the design that was prepared is expected to facilitate students to be actively involved and achieve satisfaction.

Developing social presence in online learning among nurses: Exploration of the community of inquiry models domain of social using a qualitative descriptive design

Nowadays, students have learn to accept the reality of online learning. Therefore, this quantitative study aims to explore how behaviour and social factors can influence online learning. 203 participants responded to the instrument which is a survey. The findings show that the implication of online and distance learning (ODL) is to help students in getting to know each other as well as having the social, cognitive and situational presence. The instrument of teaching, social and cognitive presence based on Social Cognitive Theory (SCT) is measured in order to improve the management of ODL in university during post-COVID-19 pandemic. The first research question looks at how behaviour factors (social presence) influence online presence. Next the study also investigates how cognitive factors influence online presence. The final research question looks at how situational factors (teaching presence) influence online presence. In overall, ODL management in post-COVID-19 pandemic is expected to be more challenging than during or before the pandemic. The shift that happen caused a lot of physical, mental, and emotional responses from the teaching and learning community in general. Instrument teaching, social and cognitive presence are investigated thoroughly and interesting results found in this study is beneficial for future decision support system (DSS) development in the case for community of inquiry.

Online learning satisfaction in students is the most important thing in determining a successful learning, learning satisfaction can be influenced by interaction, the presence of teachers, and social presence. Good online learning will support student learning satisfaction. The purpose of this study was to analyze whether there was an effect of interaction, teacher presence and social presence on online learning satisfaction in economic subjects at SMA Negeri 13 Surabaya during the Covid-19 period. The research subjects in this study were class X and XI IPS SMA Negeri 13 Surabaya which contained economic subjects with a total of 271 students. Data were collected using an instrument in the form of a questionnaire. The data analysis in this study used Structural Equation Modeling (SEM) using the WarpPLS version 7.0 software. The results of this study indicate that (1) The interaction has a significant effect on online learning satisfaction. (2) The interaction has a significant effect on social presence, (3) The presence of the teacher has no effect on online learning satisfaction (4) the presence of the teacher has a significant effect on social presence and (5) Social presence has a significant effect on online learning satisfaction. (6) significant interaction has an indirect effect on online learning satisfaction through social presence. (7) The presence of the teacher indirectly has no significant effect on online learning satisfaction through social presence.Keywords: Interaction, Teacher Attendance, Social Presence, and Online Learning Satisfaction

Social Presence plays important role in student learning, student retention, degree completion, and overall student satisfaction with the academic program. This chapter discusses the nature of social presence, the epistemological and psychological framework of social presence, contemporary social presence models, and planning, design, implementation, and management of social presence at the program and course levels. The planning and implementation of social presence at the program level is discussed with regard to online class size, faculty workload, Learning Management System (LMS), faculty and staff training, and social presence measurements. The planning, design, and implementation of social presence at the course level is discussed with regard to the online course syllabus, online course design, and techniques that help instructors in implementing social presence in asynchronous/synchronous, audio/video, or text-based online environments.