Jennifer Edwards's research while affiliated with Tarleton State University and other places
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Publications (3)
Establishing a level of comfort in which students feel at ease in an online course is primarily the responsibility of the professor, but fostering this community of inquiry is a complicated task. While research is rich with regard to broad instructional practices that can be used to foster social presence, practical strategies and examples for facu...
In this feature article, a case study of the holistic efforts to foster social presence and student success in online courses and programs at a mid-sized rural university in central Texas are described from an instructor's point of view as well as from an administrator's point of view. Specific instructional and support strategies are described. Th...
Citations
... First introduced by Short, Williams, and Christie (1976), social presence requires two concepts: immediacy and intimacy. Behaviours associated with immediacy include a variety of verbal and nonverbal actions, such as responding frequently and personally, using humour, and demonstrating attentiveness (Baker, Maben, & Edwards, 2015). ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/272835922886660-1442060561134_Q64/Sarah-Maben.jpg)
... Moreover, through effective communication, instructors can improve social presence by becoming co-learners, showing empathy for students, reaching out to students who might need assistance, and addressing problems in classroom social dynamics (Ouyang & Scharber, 2017;Whipp & Lorentz, 2009). A well-designed course offers opportunities for students to collaborate through group assignments (Baker & Edwards, 2011), enhancing social presence and communal bonds. In turn, when students feel connected, they may seek assistance from their classmates or the instructor, which will improve their learning and cognitive presence (Shea & Bidjerano, 2009;Wei & Chen, 2012). ...
