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Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses about students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 71-88.
In this article, Richardson and Swan (2003) describe the various benefits of online learning: convenience, flexibility, 24-hour access to educational content regardless of location, the ability for students to work at their own pace, and more opportunities for students to reflect on the content. While online education has existed for some time, it often faces skepticism due to the absence of a physical presence. However, the authors challenge this argument by questioning if physical presence is critical to learning. This article delves into the correlation between social presence in online courses, student satisfaction, and perceived learning outcomes.
The individuals in this study were 97 of the 369 students who completed online learning courses at Empire State College and participated in the research survey during the Spring Semester of 2000. The participants had an age range of 19 to 63, although most students were between 36 and 45. Forty-seven percent of the participants had never taken an online course before. The questionnaire used in this study contained a mix of quantitative (Likert scales) and qualitative responses (open-ended questions). The study used a correlational design to determine a relationship between student's perception of social presence, perceived learning, and students' overall satisfaction with the instructor.
The authors acknowledged the limitations of this study were the small sample size, specific participant demographics, lack of randomization, and only students who finished the course and completed the survey were analyzed. This study has significance in online education because it highlights that social presence and immediacy behaviors are critical in delivering a high-quality course and impact student outcomes, satisfaction, motivation, and perception of learning.
This study is relevant to me as an instructional designer working with faculty to develop asynchronous online courses. Many of the faculty I initially worked with need to be made aware of the immediacy behaviors they can demonstrate in an online learning environment. For example, I am updating the learning management system regarding items relevant to the learners in that course, the tone of instructor feedback, and the frequency of feedback. For further reading, I discovered a research article delving into the impact of instructor immediacy behaviors within online learning contexts. This piece offers more profound insights into specific immediacy behaviors and how they influence perceptions of social presence in the online classroom.
Additional Reading:
Schutt, M., Allen, B. S., & Laumakis, M. A. (2009). The Effects of Instructor Immediacy Behaviors in Online Learning Environments. Quarterly Review of Distance Education, 10(2), 135–148.
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