Exploring The Impact of Peer-Driven Collaboration on Social Presence in an Asynchronous Online Course

• In Event: Collaboration in Online Learning

Abstract

The purpose of this study was to examine the determinants of perceived social presence (SP) within asynchronous online courses, particularly in relation to collaborative engagement and group cohesion. In our mixed methods study of doctoral students in a cohort-based model, peer-driven collaborative inquiry-based learning resulted in strong measures of SP in an asynchronous online class. Overall, a strong student perceived SP was achieved through intimate, interpersonal communication facilitated by online platforms and technologies. These findings contribute operationalizing SP within the Community of Inquiry (CoI) model by helping educators develop effective strategies to support student engagement and success in online learning environments.

Authors

• Kwei-Yu Chu, University of Florida

• Gail Fornell, British school in the Netherlands

• Kathryn Rush, University of Florida

• Takiyah Mitchell, University of Florida

• Colleen Davis, University of Florida