Types of Presence: Social Presence

Social presence is important especially at the beginning of the semester when students are getting to know and trust both you and one another. If students can make interpersonal connections with others, they are more likely to engage with the course and the content. Indicators of Social Presence include

• Affective responses such as expressing emotion and using humor
• Interactive responses such as continuing a discussion thread, referring to other students in a message or post, asking questions, and expressing agreement or appreciations
• Cohesive responses such as using other students' names, using inclusive pronouns to refer to their group or class, and engaging in small talk

The overlap of social and teaching presence, labeled as "Setting Climate" in the Community of Inquiry diagram, includes critical aspects of building a positive learning environment. Parker and Harrington's (2015) research indicates four main aspects.

• Creating a usable learning environment
• Building positive rapport by using open, friendly communication, being approachable, and showing respect, courtesy, and patience
• Engendering a sense of belonging by addressing students by name, encouraging participation, and publicly or privately recognizing progress and achievement
• Promoting a sense of purpose by regularly monitoring student performance, providing constructive and timely feedback, and clearly articulating course goals.

Students also exhibit some of these aspects when working in groups. Behaviors such as monitoring each other's progress and holding each other accountable for work quality and deadlines in groups sets the climate for their group.  Effective group work also hinges on trust and comfort level with other students so building positive rapport and a sense of belonging is vital to setting group norms and participating in efficient collaboration.

In an online class, it is difficult but not impossible for students to get to know each other and you on a more personal level. Providing a space for students to introduce themselves to the class - preferably with video - is a good start to help students see each other as a "real people" and not just a name on a screen. Students can embed video of themselves into Canvas Discussions or you can use web conferencing tools such a Big Blue Button or Zoom for an alternative approach.