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Social Presence: Conceptualization and Measurement.

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Title: Social Presence: Conceptualization and Measurement.
Authors: Kreijns, Karel (AUTHOR), Xu, Kate (AUTHOR), Weidlich, Joshua (AUTHOR)
Source: Educational Psychology Review. Mar2022, Vol. 34 Issue 1, p139-170. 32p. 1 Diagram, 3 Charts.
Subjects: Empathy, Social learning, Interpersonal communication, Social space, Social groups
Abstract: Social presence is an important construct in online group learning. It influences the way how social interaction unfolds online and affects learning and social outcomes. However, what precisely social presence is has been under debate, as presently a plethora of different definitions and measures exist preventing the development of a coherent research field regarding social presence and its defining role in online group learning. To solve the issue, we went back to the original social presence theory as devised by the communication researchers Short et al. (1976) to show that although they had a clear idea of social presence—namely "realness" of other persons in the interaction—their definition is ambiguous, not operationalizable, and the measurement of it questionable. We, therefore, disentangled their social presence theory and (1) reformulated the social presence definition to enable an operationalization in line with the previous conceptualization of social presence; (2) departed from the technological determinism of social presence; and (3) identified two other constructs closely linked to social presence, namely, sociability (as a medium attribute) and social space (as a group attribute). By reformulating the definition of social presence and by linking it to social space and sociability, we hope to contribute to a more coherent line of social presence research and to better understand interpersonal communication, group learning, and group dynamics when learning and working together in an online setting. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Social Presence: Conceptualization and Measurement.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Mar2022, Vol. 34 Issue 1, p139-170. 32p. 1 Diagram, 3 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+learning%22">Social learning</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+communication%22">Interpersonal communication</searchLink><br /><searchLink fieldCode="DE" term="%22Social+space%22">Social space</searchLink><br /><searchLink fieldCode="DE" term="%22Social+groups%22">Social groups</searchLink>
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  Data: Social presence is an important construct in online group learning. It influences the way how social interaction unfolds online and affects learning and social outcomes. However, what precisely social presence is has been under debate, as presently a plethora of different definitions and measures exist preventing the development of a coherent research field regarding social presence and its defining role in online group learning. To solve the issue, we went back to the original social presence theory as devised by the communication researchers Short et al. (1976) to show that although they had a clear idea of social presence—namely "realness" of other persons in the interaction—their definition is ambiguous, not operationalizable, and the measurement of it questionable. We, therefore, disentangled their social presence theory and (1) reformulated the social presence definition to enable an operationalization in line with the previous conceptualization of social presence; (2) departed from the technological determinism of social presence; and (3) identified two other constructs closely linked to social presence, namely, sociability (as a medium attribute) and social space (as a group attribute). By reformulating the definition of social presence and by linking it to social space and sociability, we hope to contribute to a more coherent line of social presence research and to better understand interpersonal communication, group learning, and group dynamics when learning and working together in an online setting. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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