Social Presence in a Web-Based Synchronous Secondary Classroom
June 1, 2006
Eric Nippard · Memorial University of Newfoundland, Canada
The purpose of this study was to explore how social presence manifests itself in the web-based synchronous secondary classroom. Data were gathered using structured and semi-structured observation of classes and semi-structured interviews of teachers who work in the synchronous secondary classrooms of NL, Canada.
Findings revealed that social presence was manifested through several categories of a revised instrument for identifying social presence. Social presence manifested itself for students through the use of text-based Direct Messaging and for teachers through use of two-way audio. Students relied on the conventions of communication of informal synchronous chat to manifest social presence.
Findings revealed that social presence was manifested through several categories of a revised instrument for identifying social presence. Social presence manifested itself for students through the use of text-based Direct Messaging and for teachers through use of two-way audio. Students relied on the conventions of communication of informal synchronous chat to manifest social presence.
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