Abstract
This paper draws on two studies which researched the use of online small group environments where collaborative learning is a central structure for learning. The establishment of social presence is facilitated through the socio-affective aspect of small group interaction which contributed to the effectiveness of learning online. Social presence, the ability of online learners to project themselves into a textual environment which has few visual or contextual cues, will be explored as an important element in facilitating effective online learning. The teacher's role in helping students project their online social presence and in establishing an environment for learning within the larger group computer conference will also be discussed.
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Stacey, E. Social Presence Online: Networking Learners at a Distance. Education and Information Technologies 7, 287–294 (2002). https://doi.org/10.1023/A:1020901202588
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DOI: https://doi.org/10.1023/A:1020901202588