Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning?
Information and Learning Sciences
ISSN: 2398-5348
Article publication date: 25 August 2023
Issue publication date: 9 November 2023
Abstract
Purpose
Social presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades.
Design/methodology/approach
Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes.
Findings
The study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments.
Originality/value
This research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.
Keywords
Acknowledgements
This work was supported by the Fonds de recherche du Québec – Société et culture (FRQSC) awarded to Xiaoshasn Huang. Any opinions, findings and conclusions or recommendations expressed in this paper, however, are those of the authors and do not necessarily reflect the views of the FRQSC.
Citation
Huang, X., Ruiz-Segura, A., Tan, C., Wang, T., Sharma, R. and Lajoie, S.P. (2023), "Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning?", Information and Learning Sciences, Vol. 124 No. 11/12, pp. 396-424. https://doi.org/10.1108/ILS-04-2023-0034
Publisher
:Emerald Publishing Limited
Copyright © 2023, Emerald Publishing Limited