- emotional expression: self-disclosure, humor, and the expression of feelings related to learning
- open communication: recognize and respectfully attend to an individual's contributions, enabling risk-free exchanges
- group cohesion: build and sustain a sense of group commitment 

California Polytechnic State University, San Luis Obispo

The COVID-19 pandemic has caused schools to shut down, forcing many students to continue their education via online learning. As a result, the social aspect of education was virtually eliminated, leaving students feeling alone in their online courses. To solve this, different video technologies can be used to aid instruction. This study looks at the different instructional strategies for increasing the social presence of students and instructors.

Improving online social presence through asynchronous video

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 

Three identifiers of social presence in terms of education

- 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

Students were interviewed on the instructor's open communication, emotional expression, and cohesion

Results: Students' Perception of Instructor's Social Presence

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

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