Application of social presence principles to CSCL design for quality interactions

Masanori Yamada, Yoshiko Goda

Research output: Chapter in Book/Report/Conference proceedingChapter

15 Citations (Scopus)


Social presence is a key approach to activating interactions in Computer-Supported Collaborative Learning (CSCL), but its approaches, definitions, and evaluations have not been coherently presented in previous research. This chapter provides practical suggestions and implications regarding CSCL to help motivate social interactions among students and ensure effective and attractive learning. Three major approaches and focuses are discussed first: features of communication media (e.g., Short, et al., 1976); interaction and the learner's perception of interaction (e.g., Gunawardena & Zittle, 1997; Tu & McIssac, 2002); and learner's ability (e.g., Garrison, et al., 2000; Garrison & Anderson, 2003). Integration and refinement of the central concepts are then illustrated. Conditions to establish social presence are introduced, using three steps for both individuals and groups: expression, perception, and recognition, which are all applicable to CSCL design. Media features are also explored as determinant factors when promoting social presence in a learning community.

Original languageEnglish
Title of host publicationEducational Stages and Interactive Learning
Subtitle of host publicationFrom Kindergarten to Workplace Training
PublisherIGI Global
Number of pages18
ISBN (Print)9781466601376
Publication statusPublished - 2012
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • General Social Sciences


Dive into the research topics of 'Application of social presence principles to CSCL design for quality interactions'. Together they form a unique fingerprint.

Cite this