Feeling Real: Social Presence within Online Discussions

As educators continue to explore the world of online teaching and learning as higher education instructors, it is essential that they ensure that the elements that create strong learning environments, the engaging conversations, the ah-ha moments, the laughter as they connect to content and one another, be ever present. Research on effective online teaching indicates that social presence, that is, the degree of interpersonal contact and social connection students have with others, enhances learning in an online environment (Aragon, 2003; Gunawardena & Zittle, 1997; Mayer, 2005). It provides a link that connects students to the instructor and to one another, thus influencing the online learning experience and perceptions of learning. This article presents techniques used in graduate level courses that enhanced students' ability to build community and engage in powerful circles of learning through online discussion forums. The authors found that these techniques successfully cultivated social presence and created pathways for cohesive interaction that honored the students' experiences. Researchers examined how different online discussion formats impact student engagement, social presence, and student learning. The four formats used for online discussions were large group, small group, artifact based, and synchronous conversations. Researchers will share examples of how each format was used, how students responded to the varied discussion formats, and what implications the data suggest for future work as higher education instructors strive to encourage and enhance social presence in online settings.