Instructor Social Presence Research Articles

Perceptions of students on artificial intelligence-generated content avatar utilization in learning management system

PurposeThis study aims to explore students’ perceptions of the use of an artificial intelligence-generated content avatar (AIGC avatar) within a learning management system (LMS).Design/methodology/approachThis qualitative research involved seven postgraduate students. Data were collected through individual, in-depth interviews. The videos of the AIGC avatar, created using Leonardo, ChatGPT and Heygen, were uploaded to the LMS to communicate with students for the purposes of a welcome note, assignment guide, assignment feedback, tutorial reminders and preparation as well as to provide encouragement and study tips. Students were interviewed at the end of the semester.FindingsThe findings of this study indicated that the majority of participating students held positive perceptions regarding the use of the AIGC avatar in the LMS. They reported that it enhanced their perceived instructor’s social presence and motivation to learn. The assignment guide and feedback were particularly valued by the participants. While some students noted the AIGC avatar’s lack of naturalness, others appreciated the clear and professional speech it delivered.Research limitations/implicationsThe study was confined to seven students from a single course at one institution, which may limit the generalizability of the findings. Future research could involve a larger and more diverse group of participants.Practical implicationsThe findings may offer education providers an alternative solution for engaging students in an LMS.Originality/valueThis study highlights the potential of AIGC avatars to replace text-based communication in LMS and enhance students’ perceived instructor social presence.

The Difference a Three-Minute Video Makes: Presence(s), Satisfaction, and Instructor-Confidence in Post-Pandemic Online Teacher Education

Some research has shown that using videos in online courses can promote learner’s connection to the instructor (Banerjee et al., 2020). This quasi-experimental self-study aimed to explore the impact of brief three-minute instructor-generated videos in twin segments of an online graduate teacher education seminar focused on Globalization, Communities, and Schools. Specifically, we sought to understand the extent to which the insertion of these videos influenced teacher candidates’ perceptions of the dynamics of a Community of Inquiry (CoI) and their overall satisfaction as learners. The quantitative analysis of survey data using T-tests showed no statistically significant difference in overall learner satisfaction, social presence, teaching presence, or instructor social presence between the course with and without videos. However, there were significant differences in several individual items within each survey instrument. Student interviews and course evaluation comments were examined for themes revealing the strong presence of the instructor in various ways such as personalized feedback and caring tone. These findings suggest that while the videos may not have a significant impact on overall satisfaction, they do contribute to a more personalized and caring learning environment. Follow-up discussions with the instructor also revealed the reluctance to include short videos was grounded in his fear of inadvertently compromising the accessibility standards he wanted to honor–suggesting a continued need for growth in online instructors’ digital competencies and additional research into the perceived obstacles of expanding modalities of online graduate teacher education.

Editorial: Instructional communication competence and instructor social presence: enhancing teaching and learning in the online environment

Editorial: Instructional communication competence and instructor social presence: enhancing teaching and learning in the online environment

Exploring the impact of instructor social presence on student engagement in online higher education

Digital pedagogies have impacted traditional approaches towards teaching and as this phenomenon continues to expand, a clearer understanding of the role of instructors’ social presence in online learning environments is imperative. Using a sequential explanatory mixed-methods design, this study investigates instructor social presence and its impact on student engagement at higher education institutions in the United Arab Emirates. The study includes data collected through a survey, which was distributed amongst faculty members (n=30), followed by several in-depth interviews. The study explores the relationship between constructs of instructor social presence and student engagement. Findings suggest that instructor social presence positively influences student engagement and attrition. The study also identifies different strategies and barriers instructors face in establishing their online social presence. The study has practical implications for stakeholders and curriculum designers seeking to improve and enhance the learning outcomes in online education.

Video Feedback and Instructor Social Presence in an Asynchronous Online Course

Understanding best practices in online learning environments has become an important area of research in recent years, both before and during the pandemic. Video feedback has been studied as a way to enhance instructor social presence and create classroom community, though more research is needed to understand these constructs in various contexts. The current study sought to understand the extent to which video feedback enhanced instructor social presence in an asynchronous online course. Participants included five sections of an advanced educational psychology course for pre-service teachers. A qualitative, descriptive design using both surveys (n = 63) and interviews (n = 10) was employed to explore student perceptions of video feedback. Findings demonstrate that video feedback enhanced instructor social presence and that weekly videos improved students’ overall experience in the course. The video-based feedback led students to develop a better relationship with the course instructor and improved their overall experience in the course. Implications for student outcomes and instructor planning in online courses are discussed.

How should webcams be used in online learning under COVID‐19: A co‐orientation analysis of teachers' and students' perceptions of student social presence on webcam

AbstractBackgroundThe existing literature has predominantly focused on instructor social presence in videos in an asynchronous learning environment and little is known about student social presence on webcam in online learning in the context of COVID‐19.ObjectivesThis paper therefore contrasts students' and teachers' perspectives on student social presence on webcam in synchronous online teaching through co‐orientation analysis.MethodsData were collected through an online questionnaire with 14 statements that measured participants' perceptions of webcam use in three constructs in social presence (i.e., emotional expression, open communication, and cohesion). 154 students and 36 teachers from two higher education institutions in Hong Kong responded to the questionnaire, and their responses were analysed using the co‐orientation model.Results and conclusionResults reveal the perceptual gaps between teachers and students on the use of webcam to promote student social presence by showing how teachers were comparatively more positive about its impacts for learning and consistently overestimated students' preference for it. Through analysing individual constructs/items, this paper argues that using webcams in synchronous online learning could enhance student social presence only to a limited extent in that it may help improve emotional expression and open communication but not cohesion.ImplicationsThe paper advises against the adoption of a clear‐cut policy that webcams should be either recommended or not recommended for online learning. Instead, teachers should take into account students' perspective to find out the types of activities that are apt for using webcams in online learning, and reflective tasks and oral assessments were amongst the ones considered appropriate by students in the study.

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

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.

Instructor Social Presence and Connectedness in a Quick Shift from Face-to-Face to Online Instruction

During the first weeks of the COVID-19 pandemic, instructors at a southeastern university had one week to convert their current face-to-face courses to an online format, under a time frame that did not allow for a “well-designed” online course. The current study investigates how some instructors were able to maintain social presence in the transition to the online environment, and the instructional practices they used to support those continued connections. In a cross-sectional survey of undergraduate and graduate students (N = 432 ) conducted during the last week of the Spring 2020 semester, we asked students to focus on a class that was successful in keeping them in touch with their instructor, content, and peers. Analyses of the data revealed four major themes: connectedness, instructor responsiveness and coaching, online learning best practices such as chunking materials, and empathic facilitation.

Redesign your in-person course for online: Creating connections and promoting engagement for better learning.

This spring, instructors moved their courses online in an emergency fashion as campuses were closed due to the pandemic. As colleges prepare for the next academic year, there is a need to provide flexible instruction that is more intentional for quality online learning. We taught two undergraduate courses online for the first time this spring and surveyed our students’ reactions to the course experiences. From our experiences and student feedback, we identified design elements and activities that were beneficial in promoting student engagement, sense of connectivity, and learning. We describe four qualities for a successful transition to online learning: (a) big questions and core concepts; (b) peer groups including reflective writing; (c) outreach to broader scientific community; and (d) instructor's social presence in the class. Our experience gives us confidence that courses can be redesigned for online without compromising rigor or essential learning goals.

Asynchronous Video and the Development of Instructor Social Presence and Student Engagement

Enrollment in online learning continues to grow in the higher education sector, along with persistent goals dedicated to achieving better student outcomes and lowering attrition rates. Improved student engagement has been shown to possibly reduce attrition rates through a greater sense of connectedness and decreased feelings of isolation among online learners. Instructor social presence may be the most important factor in building the relationships that foster learning and retention. Through communication, the instructor conveys the necessary immediacy behaviors required to cultivate these interpersonal relationships. With improved technology that allows for enhanced communication in online classrooms, the use of asynchronous video may be an effective way to improve instructor social presence and student engagement. This quasi-experimental design aimed to determine whether asynchronous video or text-based communication increased students’ perceptions of instructor social presence and student engagement in an online graduate classroom. Significance was found for student engagement based on the number of discussion posts and length of discussion posts. Students in the group who received text-based communication demonstrated increased student engagement in voluntary discussion boards as opposed to students in the group who received asynchronous video. There was no significant difference found for instructor social presence between the two groups.

Instructor Social Presence Effects on Learner Social Presence, Achievement, and Satisfaction

Instructor social presence involves instructors establishing their presence as “being there” in terms of frequency of communication and interaction with students as well as supporting students throughout the learning process (Lowenthal 2015). Instructor social presence can be constructed and maintained through the design and facilitation of online courses. Studies have indicated that instructor social presence can be correlated with increased learning satisfaction, engagement and achievement as well as learners perceptions of the instructor. This sequential explanatory mixed method study investigated the effects of instructor social presence on achievement, satisfaction and learner social presence and further sought to identify effective instructor social presence techniques in asynchronous online courses. The results of this study showed that the degree of instructor social presence significantly influenced instructor perceptions of student achievement. Findings also suggest that a well-designed collaborative learning activity can be an effective strategy for building instructor social presence.

A Cross-cultural Comparison on Students’ Perceptions towards Online Learning

The aim of this study was to explore cross-country (Taiwan versus India) differences in students’ perceptions of online leaning by gender. The self-reported instrument, POSTOL (Perception of Students towards Online Learning), was conducted to the students from Taiwan and India. Of the total 441 respondents, there were 233 students from India and 208 from Taiwan. A 2x2 between-subjects multivariate analysis of variance was employed on the four dimensions of the POSTOL scale. This scale consists of four dimensions: instructor characteristics, social presence, instructional design, and trust. Results showed that there were significant differences, between India and Taiwan, in the perception of students towards online learning. However, there was no significant interaction effect of country by gender. Findings indicated that culture did influence students’ perceptions towards online learning. There is a need to raise awareness about factors that may affect online learning experience and to provide guidance and for practice and future work.

Effects of learner-to-learner interactions on social presence, achievement and satisfaction

One current focus of research regarding online courses concentrates on identifying effective design and delivery methodologies. This non-experimental comparative research study investigated two types of learner-to-learner interaction techniques: designed and contextual interactions and their effects on learner achievement, social presence, interaction quality and learning satisfaction in online asynchronous courses. Designed interactions have a high level of collaborative/cooperative instructional intent. Contextual interactions provide the opportunity for interaction but have little or no collaborative/cooperative instructional intent. Results indicate designed interactions or interactions that have high levels of collaborative/cooperative intent positively affect learner achievement and satisfaction. Results also indicate that a high level of instructor social presence has positive effects on student achievement and learning satisfaction. The results continue to reveal that a high level of interactive quality significantly affects levels of instructor and learner social presence as well as learner satisfaction.

An analysis of instructor social presence in online text and asynchronous video feedback comments

Online and blended instructors are increasingly providing student feedback via asynchronous video, and students have reported in previous research that they are better able to perceive their instructors' social presence in video as compared to text. However, research is lacking that examines actual feedback comments for indicators of social presence. We addressed this gap by coding for indicators of social presence in 422 text and asynchronous video feedback comments provided to preservice teachers in three blended and online courses. Minimal differences were found in the frequency of social presence indicators between text and video feedback. However, we warn against interpreting this finding too simplistically. While text and video feedback had similar numbers of indicators, the indicators in video feedback may have had a larger impact on social presence due to the richness of the medium. Further research is needed in order to understand how text and video feedback promote social presence in online courses.

Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting

The main purpose of this study is to examine relationships between the social abilities, perceived team learning, and the performances of students in a blended learning setting. The participants, 82 undergraduate students, worked in small teams on a research method task over one semester. The instruments used for this study included a five-factor social ability scale and a one-dimensional perceived collaborative learning scale. The results showed moderate significant relationships between students' perceived team learning scores and students' peer social presence scores as well as weaker relationships between team learning and two social ability subscales, written communication skills and instructor social presence. There appears to be an important effect of peer social presence that is linked to learning and performance. Using a blended learning model may have an important impact on increasing social interaction and learning with a team learning approach thereby helping students undertake comprehensive tasks and increase student learning.

Using a Telephone Call to Increase Social Presence in Online Classes

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 Influence of Instructor Social Presence and Student Academic Entitlement on Teacher Misbehaviors in Online Courses

This study investigated how student perceptions of prosocial instructor variables (immediacy, communication satisfaction, interpersonal attraction) and student academic entitlement predict graduate student reports of three dimensions (incompetent, indolent, and offensive) of teacher misbehaviors in online communication courses. Results revealed that communication satisfaction, immediacy, and task-related interpersonal attraction significantly predict student reports of incompetent and indolent teacher misbehaviors, while communication satisfaction and task- and social-related interpersonal attraction significantly predict perceptions of offensive teacher misbehaviors. The implications of these findings are discussed in light of the teacher-student relationship and instructor approaches in the computer-mediated classroom context.

Examining the impact of video feedback on instructor social presence in blended courses

<p>This mixed method research examined instructors’ use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples <em>t</em>-test was conducted and found no significant difference in perceptions of instructor social presence between students who received video feedback (<em>M</em> = 5.77, <em>SD</em> = 0.85) and those who received text (<em>M</em> = 5.62, <em>SD</em> = 0.75); <em>t</em>(178) = 1.23, <em>p</em> = 0.22. The analysis of 22 student and nine teacher interviews found that participants generally viewed video feedback to be more effective at establishing instructor social presence because instructors could better speak with emotions, talk in a conversational manner, and create a sense of closeness with students. Students also explained that the blended learning format lessened the impact of video feedback on instructor social presence, which may help to explain why statistical differences were not found.</p>

Improving online social presence through asynchronous video

Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has provided insight into ways that online interactions can improve students' and instructors' social presence and learning. Emerging video technologies may be able to improve these interactions and thus more easily support the development of communities of inquiry. In this study we interviewed students in three distinct courses using different video-based instructional strategies. A large majority of students indicated feeling that the video-based communication made their instructors seem more real, present, and familiar, and that these relationships were similar to face-to-face instruction. Video communication impacted students' social presence in similar ways, although to a lesser degree than they believed it impacted instructor social presence. We conclude with discussion for future research and practice.

Exploring the relationships between students' academic motivation and social ability in online learning environments

This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information, and social navigation as the five factors that define social ability. In addition, the multivariate multiple regression analyses indicate that different motivational constructs vary in their relationships with the multiple social ability factors. Intrinsic goal orientation is related to perceived peers social presence. Self-efficacy explains the variance of perceived instructor social presence and comfort with sharing personal information. Task value is associated with social navigation and both perceived peers and instructor social presence. Additional studies are needed to replicate the current findings and further explicate social ability in online learning, to continue to improve the social ability instrument, and to examine the value of other academic motivation beliefs in predicting social ability as well as that of social ability in predicting learning outcomes.