A theoretical framework and model towards media-rich social presence design practices

Elwood, Susan; McCaleb, Karen; Fernandez, Mary Alice; Keengwe, Jared

doi:10.1007/s10639-012-9212-1

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…Social presence, or the feeling connected with others in technology-mediated environments, is shown to be a key predictor of online learning (Sung & Mayer, 2012). As VHRD continues to transform and move to online spaces, instructional design for online learning becomes central to learning and development processes (Bennett, 2014; Chapman & Stone, 2010; Cui et al, 2013; Elwood, McCaleb, Fernandez, & Keengwe, 2014; Sung & Mayer, 2012). However, many agree that social presence is important in VHRD or other educational online activities; there is little research on how to create or develop social presence within formal instructional design models (Ausburn & Ausburn, 2014; Cui et al, 2013).…”

Section: Social Presence and Instructional Designmentioning

confidence: 99%

“…Whiteside (2015) developed the Social Presence Model to aid instructional designers in planning a program or learning content utilizing affective association, community cohesion, instructor investment, interaction intensity, and knowledge and experience. As in face-to-face learning environments, it is important to identify and foster emotional connections, develop relationships, and improve the personal experience between instructor and learners in online learning environments (Elwood et al, 2014; Whiteside, 2015). Thus, affective association could be used during a program to build the emotional connections that may occur, such as self-disclosure, showing emotions, and sharing humor.…”

Section: Communities Of Inquiry and The Social Presence Modelmentioning

confidence: 99%

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Social Presence Theory: Relevance for HRD/VHRD Research and Practice

Bickle

Hirudayaraj

Doyle

2019

Advances in Developing Human Resources

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The Problem Social presence theory (SPT) is the degree to which a person is perceived to be a “real person” in their computer-mediated communication or virtual environments. The level of social presence influences the quality of virtual interactions and outcomes. SPT has not been examined within human resource development (HRD) or virtual human resource development (VHRD); therefore, it is not known if increased social presence could improve virtual teams/organizations and online instruction. The Solution Designing online environments and practices to increase social presence could enhance VHRD within virtual teams, online instructional design, and educational settings. Application of Community of Inquiry (CoI), Social Presence Model, and SPT-inspired instructional design through Gagne’s nine events are discussed with recommendations to improve HRD/VHRD by fostering trust, communication, collaboration, personal relationships, and learning within virtual resources and teams. The Stakeholders The literature and application of SPT would benefit HRD/VHRD researchers, HR practitioners, educators, and team leaders/managers.

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Section: Social Presence and Instructional Designmentioning

confidence: 99%

Section: Communities Of Inquiry and The Social Presence Modelmentioning

confidence: 99%

Social Presence Theory: Relevance for HRD/VHRD Research and Practice

Bickle

Hirudayaraj

Doyle

2019

Advances in Developing Human Resources

View full text Add to dashboard Cite

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Tapping drone technology to acquire 21st century skills: A smart city approach

Menkhoff

Tan

Ning

et al. 2017

2017 IEEE SmartWorld, Ubiquitous Intelligence &Amp; Computing, Advanced &Amp; Trusted Computed, Scalable Computing &Amp; Commun

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Fostering Social Presence on Virtual Learning Teams

Stone

Student-Centered Virtual Learning Environments in Higher Education

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Social presence is a key factor in student satisfaction and success in online courses and a marker for whether one has an online learning experience that is engaged, vibrant, and connected, or simply perfunctory. An action-oriented research project was conducted to determine how to foster social presence on the virtual learning teams in the Master of Arts programs in the School of Education and Technology at Royal Roads University. The study findings show that in order to support the development of social presence, the commitment and participation of multiple stakeholders is required. The results of this study suggest a common organizational understanding of social presence, clear delineation of student and faculty roles and responsibilities in its development, intentional program design, and a learning management system that specifically lends to interpersonal relationship building must all be present in order to foster the development of social presence.

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A theoretical framework and model towards media-rich social presence design practices

Cited by 4 publications

References 8 publications

Social Presence Theory: Relevance for HRD/VHRD Research and Practice

Social Presence Theory: Relevance for HRD/VHRD Research and Practice

Tapping drone technology to acquire 21st century skills: A smart city approach

Fostering Social Presence on Virtual Learning Teams

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