This study explored the impact of learner characteristics on the multi-dimensional construct of social presence as measured by the computer-mediated communication questionnaire. Using Multiple Analysis of Variance findings reveal that the number of online courses taken and computer-mediated communication experience significantly affect the dimensions of social presence. Findings confirm that significant effects were found to impact three of the four dimensions of social presence, however, no interaction effects for the independent variables were observed. Recommendations for the effective use of online learning recognize that interaction patterns need be structured and pre-course instructional activities be provided so novice learners can acquaint themselves with asynchronous and synchronous online learning environments.