Social Presence Theory - Conclusion

Conclusion

Steinfield (1986) found that task complexity, interdependence, uncertainty and perceived need to communicate over distances were positively associated with increasing online communication. Walther (1992) argued that social relationships could stimulate changes in discourse as well. In examining text-based CMC (e-mails) of conference participants, Walther found that participants began developing impressions of other participants from their communications. These impressions developed into visual interpretations of the other, developed a sense of intimacy and identification between participants, which led to greater perceptions of social presence.

Gunawardena (1991) argued that a purely text-based communication system (e-mail, discussion boards and chat) rests upon the assumption that people using such a system have already developed a level of comfort with the technology that allow the person to effectively use it. This assumption repeatedly proves to be a false assumption to all online instructors. Gunawardena argued further that text-based communications should account for not all users having a level of comfort in its use. Courses or conferences that will rely heavily on such a system for communication should begin with light and casual conversation in areas that the user has a lot of familiarity and can devote more resources to gaining a comfort level with the technology. Later work by Palloff and Pratt (1999, 2003) validated Gunawardena’s recommendation in their call for establishing learning communities among online users at the very beginning of courses. In doing so, Palloff and Pratt argue that affective filters are lowered. While not in the same words, they hint to the building of social presence.

Finally, interactivity involves the activities and communication styles online users engage in. Norton (1986) identified eleven communication styles that can be associated with online communications (impression-leaving, contentious, open, dramatic, dominant, precise, relaxed, friendly, attentive, animated, and image). What style participants use in communicating, especially the style teachers use, will impact social presence. Too much rigidity to one style alone or poor use of all styles in the facilitation of conversations will have a negative effect on social presence.

In their 2002 study on social presence, Tu and McIssac declared, “Social presence positively influences online instruction; however, frequency of participation does not represent high social presence.” In both a quantitative and qualitative analysis of 51 volunteers’ interactions, Tu and McIssac found that social context was more qualitative (a learned skill set rather than a prescriptive set of actions) to achieve positive impact, online communication was more strongly related to quantifiable and organizational skills of participants, and that interactivity was a combination of skill sets and communication styles used in combination. As a result, Tu and McIssac identified the following variables that had strong positive effects on the fueling or perception of social presence.

While research in social presence is ongoing, researchers are confidently recommending designing online and e-format courses for its presence along the three dimensions we have discussed. By building trust online, providing social “hand holding” support up front in any course using CMC and promoting informal relationships, teachers and instructors can provide a strong sense of social presence, increase sense of community, and in turn increase interaction among participants.