‘Thanks for sharing your story’: the role of the teacher in facilitating social presence in online discussion

Abstract

Abstract This study explores the social and affective climate of online discussion groups through the concept of social presence. Previous research highlights the pedagogical value of social presence for online learning; however, relatively little is known about the teacher's role in facilitating social presence in an online discussion group. The present study hypothesises that teacher participation is directly related to the overall levels of social presence in online discussion. Thus, building on previous studies of social presence in online learning contexts, this study analyses social presence indicators in messages posted to an online discussion group by two cohorts of university students and their lecturer. While findings indicate a link between teacher participation and social presence, they also suggest that group size and student attitudes also influence social presence in online discussion. The study concludes with suggestions for future research to enhance knowledge and understanding of social presence and help educators to develop strategies for supporting online discussion. Keywords: teaching presencesocial presenceonline discussionlearning