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Newsroom
What is Social Presence
1.
The sensation of ‘being with’ and interacting with someone in another place.
Learn more in: Augmented Reality Framework for the Socialization between Elderly People
2.
Social presence
reflects the ability to establish and engage in purposeful relationships.
Learn more in: Using Gamification to Engage Higher-Order Thinking Skills
3.
The multiple representations of people’s
presence
s in a shared online space and interaction.
Learn more in: Virtual Collaboration
4.
According to Rourke et al. (2001, p. 51), “
social presence
is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as ‘real people’.” Later on, Garrison (2006, p. 2) describes
social presence
“as the ability to project one’s self and establish personal and purposeful relationships.”
Learn more in: Engaging in Virtual Collaborative Writing: Issues, Obstacles, and Strategies
5.
Experiencing a sense of
presence
involves feeling immersed in a computer-mediated environment. The concept of
social presence
has been associated with satisfaction, a reduced sense of isolation, and an increased sense of achievement in a virtual learning environment.
Learn more in: Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments
6.
The degree of awareness, feeling, perception, and reaction to another person in the CMC setting or online environment.
Learn more in: Social Presence: Communications in Distance Dissertation Courses
7.
The appropriate sharing of personal and professional qualities to build a strong sense of community.
Learn more in: Online Graduate Programs and Intellectual Isolation: Fostering Technology-Mediated Interprofessional Learning Communities
8.
Commonly referred to as the feeling of being “there” when immersed in a virtual environment.
Learn more in: Facilitation Strategies to Moderate Synchronous Virtual Discussion Groups in Teacher Training
9.
Identify with a community and develop interpersonal relationships. Co
presence
reflects the sense of being together in a virtual space.
Learn more in: Field Research in Second Life: Strategies for Discussion Group Facilitation and Benefits of Participation
10.
As a component of both the CoI model and the fully online learning community (FOLC) model,
social presence
is the
social
ly mediated, interpersonal aspect of learning. Learners interact with the course material, each other, and with the instructor through
social presence
.
Learn more in: Pedagogical Values in Online and Blended Learning Environments in Higher Education
11.
The degree to which users perceive the physical existence of others and the perception of interaction with the other user(s).
Learn more in: Interactivity Redefined for the Social Web
12.
Establishing oneself as “real” and “there” using a communication medium.
Learn more in: A Mixed Methods Examination of Instructor Social Presence in Accelerated Online Courses
13.
The awareness of the
presence
of other people outside of the visual field. The feeling that one is sharing the space with other people.
Learn more in: Influence of Soundscapes on Perception of Safety and Social Presence in an Open Public Space
14.
Social presence
is originally defined as the “degree of salience of the other person in the (mediated) interaction and the consequent salience of the interpersonal relationships” by Short, Williams, & Christie (1976). Garrison, Anderson, and Archer (1999) later defined it as the ability of participants in an online community to project their personal characteristics into the community, thereby presenting themselves to the other participants as ‘real people.’
Learn more in: Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course
15.
Social
and psychological distance between interlocutors.
Learn more in: Audio vs. Video Conferencing for Language Learning: Choosing the Right Tool for the Right Job
16.
“The degree of awareness of another person in an interaction and the consequent appreciation of an interpersonal relationship.” ( Short, Williams, & Christie, 1976 ).
Learn more in: Teaching and Learning Online: An Examination of Effective Techniques, Practices, and Processes
17.
the ability of learners to project themselves
social
ly and affectively into a community of inquiry.
Learn more in: Social Connection Theory for Online Problem-Solving Groups
18.
A sense of belonging and connection, cultivated and maintained by the instructor and students within a course.
Learn more in: Cultivating Teaching Presence and Social Presence Through Multimedia Intervention
19.
This characteristic once existed solely in face-to-face interactions where a receiver viewed facial expressions, the level of eye-contact, posture, etc. of the communicator to understand whether the receiver was invested in the conversation. Today,
social presence
is also relevant to online interactions and communication as senders and receivers transmit and interpret online exchanges including actual text, timing of textual transmissions, pauses, emoticons, and various abbreviations for physical responses (i.e. “Laugh Out Loud” or LOL).
Learn more in: “In the Office”: Communication in Virtual Environments
20.
The “degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationships” (Short, Williams & Christie, p. 65).
Learn more in: Instructor-Driven Strategies for Establishing and Sustaining Social Presence
21.
The degree of salience of the other person in an interaction, and is a function of co
presence
. Decreased
social presence
leads to: (a) reduced other-awareness, (b) more uninhibited behavior, (c) less responsiveness to one another’s ideas, and (d) less public self-awareness.
Learn more in: Outcomes of Computer Mentoring
22.
Social presence
is the degree to which online participants feel connected to each other.
Learn more in: Active Learning and Student Engagement: Issues, Challenges, and Strategies for Online Teaching
23.
The representation of a person’s personality and personhood in an online space.
Learn more in: Maximizing the Social Dynamics, Work Processes, and Target Outcomes of Learning Groups Online: A Pre-“Research Design” Exploration
24.
Refers to the ability of participants in a learning community to project themselves
social
ly and emotionally as “real” people, through communication.
Learn more in: Benefits and Challenges of Collaborative Learning in Online Teacher Education
25.
A feeling of realness in a communication setting that is the result of cues and the perceived distance between communicators (Short et al., 1976).
Learn more in: Computer Mediated Negotiations and Deception
26.
Presentation of personal characteristics that present participants in a Community of Inquiry as “real people.”
Learn more in: Video-Based Discussion: Promoting Presence Through Interactions in Online Higher Education Courses
27.
The application of strategies that create a warm inviting tone and feelings of belongingness within a classroom.
Learn more in: Applying Online Instructor Presence Amidst Changing Times
28.
Tool used to measure the level of awareness of the other in communication environments mediated by computer.
Learn more in: New Technologies to Support Educational Inclusion
29.
From the field of
social
psychology, the term includes both the degree of salience within an interpersonal relationship and the degree to which another is perceived as a “real” person in mediated communication. It implies
social
and affective involvement.
Learn more in: Instructional Immediacy Online
30.
The affective or interpersonal
presence
of the instructor and students in an online course.
Learn more in: Strategies for Meaningful Collaboration in Online Environments
31.
One’s ability to signal their emotional, relational, and psychological
presence
in an online environment, and to access the reciprocal co-
presence
of others.
Learn more in: Fostering Social Presence on Virtual Learning Teams
32.
Concept defined by Garrison et al. (2000) as “the ability of learners to project themselves
social
ly and emotionally in a community of inquiry.” Garrison (2006) expanded this notion, defining it as “the ability to project one’s self and establish purposeful relationships.”
Learn more in: The Emergence of Social Presence in Learning Communities
33.
Sense of
social presence
refers to one’s perceived sense of togetherness with other persons within the collaborative situation.
Learn more in: Learning from Social Collaboration: A Paradigm Shift in Evaluating Game-Based Learning
34.
The perception that a person sees another as a real person in communication environments.
Learn more in: Considering Social Presence in the Designing of Ubiquitous Learning Environments
35.
The ability of participants in a community of inquiry to project themselves
social
ly and emotionally as ‘real’ people; the degree to which participants in mediated communication feel
social
ly and emotionally connected.
Learn more in: The Community of Inquiry Framework, Online and Blended Learning, and the i2Flex Classroom Model
36.
has to do with the interaction between online students and represents the ability to perceive others in an online environment (Richardson, Maeda, Lv, & Caskurlu, 2017).
Learn more in: Introduction to Online Learning and the Adult Learner
37.
Involves the appropriate sharing of personal and professional qualities to build a strong sense of community
Learn more in: Learning Together: Reducing Distance in Distance Education
38.
The collaborative relationships developed among the class or group participants.
Learn more in: Digital Texts and Student Engagement: What Teachers Need to Know When Planning for Effective Literacy Instruction
39.
Social presence
for the purpose of this chapter is defined as the feeling of community that a student and instructor experience in online learning environments.
Learn more in: Online Learning: Demotivators and Motivators of Faculty Online Teaching Participation
40.
The extent to which an instructor interacts with students in online courses with the intention of providing feedback, responding to messages, providing examples, and participating in discussions.
Learn more in: Encouraging and Increasing Student Engagement and Participation in an Online Classroom
41.
The indicators in an online space that show the
presence
of more than one person and show some indicators of their “state” and communications.
Learn more in: Building Global Citizens: Empathy, the Limits of Human Nature, and First Steps towards Social Equality through E-Learning Assignments
42.
The supportive aspects of Community of Inquiry that foster the ability to feel connected within the course with others, willingness to take risks, and interaction with others in the course.
Learn more in: “I'm Not Simply Dealing with Some Heartless Computer”: Videoconferencing as Personalized Online Learning in a Graduate Literacy Course
43.
One feels a sense that others are present due to intimacy and immediacy factors in a learning environment.
Learn more in: Design and Evaluation of Mobile Learning from the Perspective of Cognitive Load Management
44.
The degree to which people establish warm and personal connection with each other in a communication setting. Changes in the level of
social presence
can affect group communication.
Learn more in: Group Decision Support Systems
45.
The quality of being perceived as a real person when interacting through a communications medium.
Learn more in: Prove You Are Not a Dog: Fostering Social Presence in Online Learning
46.
The instructor’s ability to develop a sense of community among learners by engaging them in meaningful and active discussions about the applications of instructional content..
Learn more in: Online Strategic Discussion Forum: Models, Strategies, and Applications
47.
The degree to which participants in computer-mediated communication feel affectively connected to one another.
Learn more in: Ensuring Presence in Online Learning Environments
48.
The degree to which a person is perceived as being real and being there in mediated communication.
Learn more in: Social Presence
49.
Social presence
is a community of inquiry model that students project their personal characteristics into the discussion as real people that the trust - building process is established at the
social
level so that content discussions can be open and substantive.
Learn more in: Bridging the Gap with Distance Education Students: Telepresence
50.
Ability of participants to appear as ‘real people,’ no matter what the medium for communication.
Learn more in: Caring in the Zone: Fostering Relationships in Virtual Learning Communities
51.
Virtual event meant to create feelings of connectedness to a group.
Learn more in: Virtual Learning Communities in Organizations and Institutions of Higher Learning: Implications for Technology, Learning Practice, and Organizational Culture
52.
The degree to which people perceive others as real and perceives their interaction as a personal relationship.
Learn more in: Online Communication and Social Engagement
53.
Social presence
is the users’ visual and emotional sense of being in the same space with other users, which is evoked by an experience of real-time communication activities or
social
interactions with other users in virtual worlds.
Learn more in: Does Second Life Mark the Beginning of a New Era of Online Shopping?: Exploring the Avatar-Based Shopping Experience in Virtual Worlds
54.
Social presence
is one of the tree constructs within the community of inquiry framework (i.e., cognitive
presence
,
social presence
, and teaching
presence
) relates to the expression of emotion and personality and the ability of the learner to present him/herself as a “real person.”
Learn more in: Using Student Facilitation and Interactive Tools Within and Beyond the LMS: Towards Creating an Authentic Community of Inquiry
55.
Computer mediated interactions and communications that reflect the personal and emotional connections of the individual to the group.
Learn more in: Factors Influencing Individual Construction of Knowledge in an Online Community of Learning and Inquiry Using Concept Maps
56.
Ones ability to feel connected or present in their environment.
Learn more in: Student and Faculty Perceptions of Social Media Use and Relationships Inside and Outside the Higher Education Classroom
57.
The members of the community express themselves and participate in discourse and group activities, creating relationships with their peers.
Learn more in: Social Skills and Online Learning
58.
Is being present when using an outside medium to communicate.
Learn more in: Online Instruction: Is the Quality the Same as Face-to-Face Instruction?
59.
Social presence
is defined as the degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationship. It is related to the degree to which a person is perceived as “real and present” in a given mediated communication.
Learn more in: Online Communication and E-Learning
60.
The efficient transmission of
social
cues and the perception of being with another in a synchronous remote learning environment. Key dimensions are intimacy, the feeling of closeness and belonging felt toward the instructors and students in a remote class; and immediacy, which is the sense of psychological distance between people.
Learn more in: Student Perspectives on Distraction and Engagement in the Synchronous Remote Classroom
61.
The degree to which a person is perceived as ‘real’ in mediated communication.
Learn more in: Designing and Developing Online and Distance Courses
62.
It can be defined as a degree of quality or condition of being in the same environment between two communicators coming together using a communication medium.
Learn more in: Investigation of Higher Education Student Perceptions of Social Presence and Motivations in Online Learning Environments
63.
The degree to which people establish warm and personal connection with each other in a communication setting. Changes in the level of
social presence
can affect group communication.
Learn more in: Group Support Systems as Tools for HR Decision Making
64.
Experiencing a sense of
presence
involves feeling immersed in a computer-mediated environment. The concept of
social presence
has been associated with satisfaction and a sense of achievement in a virtual learning environment.
Learn more in: Lectures and Discussions in Semi-Immersive Virtual Reality Learning Environments: The Effect of Communication Modality on Learner Satisfaction and Mental Effort
65.
The degree to which people perceive others as real and perceive their interaction as a personal relationship.
Learn more in: The Pedagogy of Social Development in Online Learning
66.
An online student’s sense of being and belonging in a course.
Learn more in: What We Know About Assessing Online Learning in Secondary Schools
67.
The perception that individuals are brought closer through the use of technology.
Learn more in: Destructive Creativity on the Social Web: Learning through Wikis in Higher Education
68.
The extent to which learners are able to present themselves and their characteristics within a community of inquiry.
Learn more in: Adaptable Learning Theory Framework for Technology-Enhanced Learning
69.
The degree and type of mediated interpersonal contact and intimacy (Short et al., 1976).
Learn more in: Knowledge Blogs in Firm Internal Use
70.
The ability to identify with a group, communicate purposefully, and develop inter-personal relationships.
Learn more in: Blended Learning as a Transformative Design Approach
71.
The degree of awareness of another person in an interaction and the consequent appreciation of an interpersonal relationship” (Tu & McIsaac, 2002, p. 133).
Learn more in: Understanding the Online Learner
72.
Social presence
is the ability to project personal characteristics in an online environment.
Learn more in: Building a Brand in Virtual Learning Spaces: Why Student Connections Matter
73.
An element of the communities of inquiry model, referring to the ability for participants’ ability to view themselves and others as “real people.”
Learn more in: Perceptions of Presence and Community in Immersive Online Learning Environments
74.
A sense of connectedness to other participants in an online course.
Learn more in: Social Presence in an Online Learning Environment
75.
The degree of salience of the other person in a mediated environment and the consequent salience of their interpersonal interaction. An individual is present within a group if he/she is able to put his/her own intentions (
presence
) into practice and to understand the intentions of the other group members (
social presence
).
Learn more in: Serious Games as Positive Technologies
76.
The opportunities in a course for meaningful student-student and student-instructor interaction in online learning.
Learn more in: Remote Teacher Preparation Amidst COVID-19: Creating Trauma-Informed Communities of Inquiry
77.
The ability of learners to project themselves
social
ly and affectively into a community of inquiry.
Learn more in: Adapting Problem-Based Learning to an Online Learning Environment
78.
Individual’s ability to participate in an online community.
Learn more in: Interaction in Distance Learning
79.
A continuous perception of the existence of the others through verbal and non-verbal communications.
Learn more in: Assessing the International Student Enrolment Strategies in Australian Universities: A Case Study During the COVID-19 Pandemic
80.
The perception that the other participants in online courses, although completely mediated through technology, are real people, fully present and engaged in a community of inquiry. An instructor’s
social presence
can lessen the psychological distance students might perceive in an online environment and encourage them to open up to the teacher and others.
Learn more in: Hacking the Lecture: Transgressive Praxis and Presence Using Online Video
81.
The degree to which users perceive the physical existence of others and the perception of interaction with the other user(s).
Learn more in: Interactivity Redefined for the Social Web
82.
The ability of learners to display their emotions and interact
social
ly so that they are perceived as “real people” (Garrison 2007).
Learn more in: Implementing Successful Online Learning Communities
83.
This refers to the degree to which an individual is perceived as ‘real’ in an online environment ( Garrison and Anderson, 2003 ).
Learn more in: Behave Yourself!: An Investigation of the Impact of Tutor Behaviour on the Student Experience of Online Distance-Based Learning
84.
The dialogues that students in an online learning environment have regarding subjects not related to course content. Such dialogues, though not immediately relevant to the learning outcomes, contribute to the community of inquiry (COI).
Learn more in: Dialogism in the Digital Age: Online Discussion Boards as Constructivist Platforms
85.
Social presence
was initially defined as the degree of other person salience in a mediated communication and the consequent salience of their interpersonal interactions. The term was soon after associated with the concept of media richness, according to which
social presence
is a quality of the communication medium itself. In more recent times, it has been redefined as the ability of participants in a community of inquiry to project themselves
social
ly and emotionally, as “real” people, through the medium of communication being used.
Learn more in: Computer-Mediated Communication Learning Environments: The Social Dimension
86.
Immersed in a digitally mediated environment together with a group of individuals and experiencing a sense of cohesion and community.
Learn more in: Intentionality in Blended Learning Design: Applying the Principles of Meaningful Learning, U-Learning, UDL, and CRT
87.
The perceived
presence
or salience of others in online discussion.
Learn more in: Threaded Discussion
88.
The degree to which a knowledge-sharing medium, such as a network, facilitates an awareness of other people and the development of interpersonal relationships.
Learn more in: Knowledge Sharing
89.
The degree of interaction and visibility between oneself and others in a
social
network.
Learn more in: Building Relationship Through Learning Communities and Participation in Online Learning Environments: Building Interactions in Online Learning
90.
A measure of feeling of community that learners experience in a virtual learning environment.
Learn more in: Toward An Effective Virtual Learning Environment: From a Social Presence Perspective
91.
Communication between instructor and student as well as effective student to student communication which enhances student engagement in the classroom.
Learn more in: Paradigm Shift toward Student Engagement in Technology Mediated Courses
92.
Part of CoI that focuses on PhD students investing themselves into the course and the material in order to bond with other students and to learn the discourse community nuances.
Learn more in: Opportunities of Virtual Learning Environments: Best Practices in Online Doctoral Programs
93.
The ability to identify with a group, communicate purposefully, and develop inter-personal relationships.
Learn more in: Communities of Inquiry in Online Learning
94.
Refers to a learner’s awareness of the
presence
and involvement of other learners in a course.
Learn more in: Course Management Meets Social Networking in Moodle
95.
A sense of intimacy and immediacy or the salience of the other in a mediated communication leading to increased enjoyment, involvement, task performance, and socio-emotional interaction. In other words, a student’s sense of belonging in a course or group and the ability to interact with others, although physical contact is not available.
Learn more in: Social Presence in an Online Learning Environment
96.
One of the three
presence
s of the CoI framework. It refers to the extent to which learners feel affectively connected to others in an online environment.
Learn more in: Training Bilingual Interpreters in Healthcare Settings: Student Perceptions of Online Learning
97.
The degree of awareness of another in a communication interaction.
Learn more in: A Reimagined EdD: Participatory, Progressive Online Pedagogy
98.
Degree to which participants in online
social
interactions are perceived to be “real” by means of computer-mediated information exchanges.
Learn more in: Structuring Online Instruction by Dynamic Design, Delivery, and Assessment
99.
Concerned with students investing themselves in the course to bond with other students; part of the CoI.
Learn more in: Meeting Challenges in Virtual Learning Environments With the Community of Inquiry Framework
100.
One of the three components in the Community of Inquiry framework; includes opportunities for learners to interact with one another on a personal level and to engage in purposeful discussion about the content; demonstration of being a “real person” behind the text.
Learn more in: Online Faculty Community: Support and Resources for Teaching Online
101.
Social presence
is the feeling of being with other people or being in a community.
Learn more in: Interaction in Online Learning Environments: A View From Theory to Practice
102.
The degree of awareness of another person in an interaction and the consequent appreciation of an interpersonal relationship” (Tu & McIsaac, 2002 AU51: The in-text citation "Tu & McIsaac, 2002" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , p. 133).
Learn more in: Learning to Teach Online: Negotiating Issues of Platform, Pedagogy, and Professional Development
103.
Theoretical construct created to help understand the effects of media on communications experiences.
Social presence
has been used to understand interactions between people in online communications experiences.
Learn more in: Social Presence in Distance Learning
104.
When students feel like they belong in an online class and that their contributions are valued.
Learn more in: Designing and Implementing a Student-Centered Online Graduate Program: A Case Study in a College of Education
105.
A feeling of realness in a communication setting that is the result of cues and the perceived distance between communicators (Short et al., 1976).
Learn more in: Computer Mediated Negotiations and Deception
106.
Relates to how individuals engage with the online community and the development of interpersonal relationships in that community.
Learn more in: Hybrid Courses for Preparing Elementary Mathematics Specialists: Challenges, Successes, and Lessons Learned
107.
Is the degree to which a person is perceived as a real person in mediated communications.
Learn more in: Rolling With the Flow: Online Faculty and Student Presence in a Post-COVID-19 World
108.
A level of connectedness, including sharing and interaction, among instructors and learners that can offer a pathway for cultivating meaningful learning experiences.
Learn more in: Moving Beyond Trial and Error: Exploring Case Studies of Professional Development Models in K–12 Blended Learning
109.
“The ability of participants in a community of inquiry to project themselves
social
ly and emotionally, as ‘real’ people though the medium of communication being used” (Garrison et al., 2000, p. 94).
Learn more in: Working Collaboratively on the Digital Global Frontier
110.
The ability of learners to project themselves
social
ly and affectively into a community of inquiry.
Learn more in: Using Communities of Inquiry Online to Perform Tasks of Higher Order Learning
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