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Social Presence Theory and Implications for Interaction and Collaborative Learning in Computer Conferences
Article

, The University of New Mexico, United States

IJET Volume 1, Number 2, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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Abstract

This paper examines research on social presence theory and the implications for analyzing interaction, communication, collaborative learning, and the social context of computer-mediated communication (CMC). Two studies that examined whether social presence is largely an attribute of the communication medium or users' perception of the medium are discussed. It can be concluded from the results that even though CMC is considered to be a medium that is low in social context cues, it can be perceived as interactive, active, interesting, and stimulating by conference participants. However, it is the kind of interactions that take place between the participants, and the sense of community that is created during the conference, that will impact participants' perceptions of CMC as a "social" medium. Therefore, the impetus falls upon the moderators of computer conferences to create a sense of online community in order to promote interaction and collaborative learning.

Citation

Gunawardena, C.N. (1995). Social Presence Theory and Implications for Interaction and Collaborative Learning in Computer Conferences. International Journal of Educational Telecommunications, 1(2), 147-166. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

© 1995 Association for the Advancement of Computing in Education (AACE)

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References

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