#3779. Social presence in online writing instruction: Distinguishing between presence, comfort, attitudes, and learning

October 2026publication date
Proposal available till 08-06-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Education;
Computer Science (all);
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Abstract:
As a component of the Community of Inquiry Framework, social presence is typically defined as students “feeling real” enough to interact with and learn from peers online. The study was initially designed to examine graduate students’ perceptions of social presence as an element of online teaching and learning. Analysis of 21 students’ reflections written during the courses indicates that distinguishing between social presence per se and social comfort, attitudes, and learning helps to account for the individual and social contexts of course participants. The article argues that simply inviting students to “feel real” or positioning yourself as a “real” instructor is not sufficient for establishing the types of social interactions that composition studies values.
Keywords:
Community of inquiry; COVID-19; Graduate students; Online writing instruction; Social presence

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