Document Type
Book Chapter
Publication Date
2018
Department
Education
Keywords
interaction, media richness view, relational view, social presence, teaching presence
Abstract
Learning online can be isolating for students. Some students may prefer to be anonymous—on the outset, at least—until they feel comfortable participating in the course. Many instructors value interaction between students or between the student and the instructor, and without a sense of “presence” in the online classroom, some students will be reticent to participate. It is thus incumbent on instructors and instructional designers to create courses that foster interaction between users to develop this sense of being “a real person” online. This chapter examines the concept of social presence, articulates reasons high social presence is a desirable feature in an online course, and provides examples instructors and designers might draw upon for developing social presence in their own courses.
Source Publication Title
Handbook of Research on Virtual Training and Mentoring of Online Instructors
Publisher
IGI Global
First Page
201
DOI
10.4018/978-1-5225-6322-8.ch010
Recommended Citation
Mulder, D. J. (2018). Prove You Are Not a Dog: Fostering Social Presence in Online Learning. Handbook of Research on Virtual Training and Mentoring of Online Instructors, 201. https://doi.org/10.4018/978-1-5225-6322-8.ch010
Comments
Mulder, David J. "Prove You Are Not a Dog: Fostering Social Presence in Online Learning." Handbook of Research on Virtual Training and Mentoring of Online Instructors by Jared Keengwe. Hershey, PA: IGI Global, 2018. 201-216. ISBN: 978-1-52256-323-5.