Examining Instructor Social Presence and Student Outcomes in Higher Education: A Meta-Analysis

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Abstract

This meta-analysis examined the extent of the relationship between instructor social presence (ISP) and student outcomes across contexts, disciplinary areas, and measures of ISP. Twenty-six studies were included in this analysis. Pearson’s correlation coefficient (r) served as the effect size. A random-effects model was used as the theoretical approach for synthesis. Results from robust variance estimation highlight the significant correlation between ISP and student outcomes (r = 0.341) and the significant correlation between ISP and student cognitive outcomes (r = 0.476), affective outcomes (r =0.596), and behavioral outcomes (r = 0.478). Moderator analysis showed that subject area was a significant moderator of the relationship between ISP and student outcomes. However, grade level and course length were not significant moderators.

Authors

• Jing Song, Purdue University

• Alexander J. Bowman, Purdue University

• Zhuo Zhang, Towson University

• Adrie A. Koehler, Purdue University

• Yukiko Maeda, Purdue University

• Jennifer C. Richardson, Purdue University