Social Presence in Online Courses
Introduction Online coursework (aka computer-mediated courses; distance education) has permeated into virtually all institutions of higher learning. In a 1999 report, The National Center for Education Statistics estimated that that 78% of institutions with 10,000 or more students, and 61% of institutions with enrollments of 3,000-10,000 students offered online courses. By 1998, 54,470 courses were offered in college-level, for–credit courses (National Center for Education Statistics, 1999). ... Of the total percentage of students enrolled in distant education courses, 60% of undergraduate students and 68% of graduate students were enrolled in online (web-based) courses (National Center for Education Statistics, 2002). Aside from the channels of communication, are there differences academically between face-to-face and online courses? ... One set of research states online courses enhance and increase learning (College. ... Another set of research questions the online learning experience (Fox, 1997, Ridley, 1998). ... In this study, distance education courses demonstrated a 22% drop in the satisfaction level of distance education courses, versus face to face courses. These studies differs from Ridley’s (1995), in which he found that online courses were comparable. One factor that has been implicated to student satisfaction is social presence (Moore, Masterson, Christophel, & Shea, 1996). This leads to the question of the effect of social presence in online students’ satisfaction. The purpose of this paper is to explore the possible connection of social presence in students’ satisfaction in the online course. ... This study will focus predominantly on computer-mediated courses. Review of Literature Online courses, as stated above, are becoming more prevalent in higher education. ... 2 million students enrolled in online courses in 2002. “Online courses” are defined by Berge and Collins (1995) as courses that include course delivery, information transaction, and communication via the Internet. Harasim, Hiltz, Teles, and Turoff (1995) describe online courses as courses that can be taken anywhere at any time via the computer. ... Some courses are delivered completely online, while others are web-enhanced (also known as “hybrid”). For the purposes of this paper, courses that include at least 2/3 of the content online will be considered an online course. Online courses have several advantages to the students, faculty members, and the institution itself. ... Online courses are also convenient to faculty members. Instructors can teach courses from the comfort of their homes. Universities see online communication as an avenue to increase enrollment and revenue. Online courses are cost-effective. ... Social Presence has been linked to student satisfaction in an online course. “Social Presence” was initially investigated by Short, Williams, and Christie (1976). ... This environment is also needed in online courses. Relationship and community structures are just as necessary in the online classroom (Dede, 1996), and the instructors need to nurture this environment (Mason, 1991). Social presence can produce a high degree of learning in the classroom (Richardson & Swan, 2003) .