- awareness and attention are not the same
- Students may be aware of content but not pay attention to it
- Students who pay attention to content should perceive a higher degree of social presence



University of California, Davis

- Attention
- Perceived control
- Perceived responsiveness
- Perceived synchronicity


Key antecedents: Student Factors

Imlawi, J. M. (2018). Social Presence Antecedents and Consequences in Massive Open Online Courses. International Business Research (Toronto), 11(4), 32. https://doi.org/10.5539/ibr.v11n4p32 

Social Presence Antecedents and Consequences in Massive Open Online Courses

Attention as a student factor

- Uncertainty of how to navigate a website decreases activity. 
- Online users seek the reduction of uncertainty 
- Want a website to be controllable, responsive, and synchronic (Cui, Wang, an&d Xu, 2010)
- Perceived control correlates with available user information


Perceived Control as a student factor 

- User feedback in the online community and responsiveness of website managers
- Responsiveness is positively related to ease of use (Green and Pearson, 2011)
- Online information should be timely and valuable. Responsiveness ~ timeliness.
- The instructor’s method of online communication affects the student’s perception of social presence (Borup, West, Thomas, and Graham, 2014).
- Social networks are an example of the positive influence of responsiveness on users


Perceived responsiveness as a student factor 

- Concurrent timing of information exchange
- Experienced in face-to-face communication
- Longer download times and computer delays are examples of asynchronicity - halts progress


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