- most students felt more connected to other students due to video communication; however they felt like this connection was limited to only a few peers
- half of the students reported feeling that if needed, they could ask a peer for help; the other half did not feel comfortable asking another student for help

California Polytechnic State University, San Luis Obispo

Students were interviewed on their open communication, emotional expression, and cohesion.

Results: Students' Social Presence

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

- most students felt that video communication let them see the other students as real people and benefitted open communication
- most students felt that video communication made it easier to discuss topics with their peers, but felt that most students didn't watch their videos
- when only required to make one comment, students found that conversations would not last past that one comment
- most students found it easier and more natural to comment through video than text

Students' Open Communication

- most of the students thought that being able to share personal thoughts and experiences benefited the learning community and helped other students seem relatable
- half of the students thought that other students revealed little information about themselves
- some students in the student-instructor interaction through VoiceThread class reported that they weren't able to see other students' personalities due to the lack of video use

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