- the instructor posted a YouTube video discussing announcements, lecturing, assigning the week's work, and questions about how they would apply what they learned in this class to their career
- required that half of the students' responses to be video recordings while others could be text responses

California Polytechnic State University, San Luis Obispo

- researchers sampled three online sections of a technology integration course (each taught by a different instructor) for preservice teachers at a teacher preparation program
- assignments and procedures were similar across the three sections
- each teacher used a different strategy to establish social presence
- each student was interviewed about their feelings of social presence in their class

Methods

Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195–203. doi:10.1016/j.iheduc.2011.11.00 

Improving online social presence through asynchronous video

- the instructor created a multi-slide VoiceThread, where he gave class announcements, lectured, and assigned the work for the week
- at the beginning of these slides was a short presentation given a student
- the slides also included weekly participation questions the students had to answer
- students had to view the slides and comment on them every week
- VoiceThreads were sent by email every week


Student-Instructor Interaction through VoiceThread

- the instructor created VoiceThread slides to discuss the week's assignments and give feedback on the last week's assignments
- 6-8 students were grouped and had to post on their private group VoiceThread in response to a discussion prompt to earn participation points
- the instructor was regularly involved in these discussions
- students created their own personal VoiceThread where the instructor left personal feedback

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