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ERIC Number: ED547762
Record Type: Non-Journal
Publication Date: 2012
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-1445-5
A Qualitative Study Exploring Faculty Perception and Adaptation of Social Presence in the Online Classroom
Marino, Kathleen J.
ProQuest LLC, Ph.D. Dissertation, Seton Hall University
This study is an exploration of faculty perception and adaptation of social presence in the online classroom. This study examines how faculty perceive their role in promoting social presence in the discussion board and what they are doing to promote interactivity, intimacy, and immediacy which are the indicators of social presence. How do they meet the challenges, and what are their strategies? For this qualitative study, open-ended questions were sent to the faculty that participated and focused on the three indicators. The procedure for the study followed the Delphi method and is presented in two parts. The results revealed that the participants interact with students on average every 24 to 48 hours, and require students to interact with each other. The results showed a substantial amount of interactivity but less immediacy and intimacy. Participants indicated that immediacy was the most difficult to transfer to the online environment in the text-based discussion board. This study concludes that faculty members need to find a balance of intimacy and interactivity, and to experiment with other technologies, such as video chats, pre-recorded podcasts, and audio messages in order to provide immediacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A