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A positive online learning community fosters active social interaction and deep social connectedness among learners. Social presence in asynchronous online discussions (AODs) is critical to forming an active learning community. Observation techniques, content analysis using the community of inquiry framework, and social network analysis were employed in this longitudinal study exploring patterns of social presence behaviors in AODs across two online courses over two semesters for a single cohort of graduate students. Findings suggested that varied instructional stages and instructor involvement were crucial factors in learners achieving higher social presence in AODs. Learner interaction frequency and several postings did not adequately represent levels of social presence. Techniques are recommended to prompt learner engagement in AODs to scaffold meaningful online learning experiences.
INTRODUCTION
Without a supportive online environment, engaging learners in deep-level online learning is challenging (Ding, 2019). Social learning strategies have prompted learner engagement in online courses to build a more supportive and effective learning community (Liu et al., 2007, Phirangee, 2016). Asynchronous online discussions (AODs) have evolved as a widely used instructional technique to prompt social interactions and information exchanges during online learning (Gao et al., 2013; Koszalka et al., 2021). Participating in AODs allows learners ample opportunities to interact and communicate by sharing their thoughts, asking questions, and giving feedback (Yang et al., 2010). Social presence (SP), a sense of belonging among participants in a community of inquiry, indicates effective learning in online contexts (Garrison & Akyol, 2013). The belonging suggests a willingness to participate, comfort in participating, and the ability to learn more efficiently with others. Studies have suggested that, in online environments, a higher perception of SP usually indicates a better ability to achieve the desired collaborative learningrelated outcomes (Reio & Crim, 2013). Learners perceive socially absent online environments as impersonal, where they are often less ready to share knowledge. Thus, a lack of SP and connection may frustrate learners, make them unsatisfied with a course, and be less engaged in deeplevel learning (Reio & Crim, 2013). To prompt perceptions of a fulfilling social learning environment that will result in a positive online learning experience, it is critical to foster a strong sense of SP among learners in online courses.
Though considerable efforts have been devoted to studying the importance...