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Data were gathered through structured and unstructured observations of twelve recorded online synchronous classes in Newfoundland and Labrador, Canada. Structured observation followed an instrument by Rourke, Anderson, Garrison, and Archer (2001) designed to identify and measure social presence. Results show different tools for affective, interactive, and cohesive responses: teachers used two-way audio while students relied on direct text messaging, and both often expressed social presence during digressions that shifted focus away from content.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/social-presence-in-the-web-based-synchronous-secondary-classroom/597708/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/social-presence-in-the-web-based-synchronous-secondary-classroom/597708.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"The study explores how teachers and students manifest social presence in web-based synchronous secondary classrooms (WBSSC).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected for the study?",{"text":117,"@type":113},"Data were collected through structured and unstructured observations of twelve recorded online synchronous classes in Newfoundland and Labrador, Canada.",{"name":119,"@type":110,"acceptedAnswer":120},"What tools did teachers and students rely on to show social presence?",{"text":121,"@type":113},"Teachers used two-way audio for social presence, while students primarily used text-based Direct Messaging.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597708,1792188837,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Canadian Journal of Learning and Technology Volume 33( 1 ) Winter / hiver 2007  \nSocial Presence in the Web based Synchronous Secondary Classroom  \nEric Ni ppard  \nElizabeth Murphy  \nAuthor  \nEric C. Nippard is an E teacher with the Center for Distance Learning and Innovation, Stephenville, NL. Correspondence regarding this article can be sent to him at: [enippard@cdli.ca](enippard@cdli.ca)  \nElizabeth Murphy is an Associate Professor, Faculty of Education, Memorial University, St. John's, Newfoundland. Correspondence regarding this article can be sent to her at: [emurphy@mun.ca](emurphy@mun.ca)  \nAbstract  \nAbstract: The purpose of the study reported on in this paper was to explore how teachers and students manifest social presence in the web based synchronous secondary classroom ( WBSSC) . Data were collected using structured and unstructured observations of twelve online recordings of web based synchronous classes in the province of Newfoundland and Labrador, Canada . Structured observations were guided by an instrument developed by Rourke, Anderson, Garrison and Archer (2001) for identifying and measuring social presence in an online context. Findings revealed that teachers and students relied on different tools when providing affective, interactive and cohesive responses related to social presence . Manifestations of social presence by the teachers occurred through use of two way audio whereas students relied on text based Direct Messaging. Expressions of social presence by the students and teachers occurred most often in a context of digressions that drew attention away from the delivery of content. In addition, students demonstrated social presence using discourse conventions transferred from informal social contexts of instant messaging such as ICQ and MSN.  \nRé sumé : L’objet de la pré sente étude consistait à examiner de quelle façon les enseignants et les étudiants font preuve de pré sence sociale dans les salles de c lasse synchrones en ligne du secondaire . Des donné es ont ét é recueillies au moyen d’observations structuré es et non structuré es provenant de douze enregistrements en ligne de classes synchrones accessibles par Internet dans la province de Terre Neuve et Labrador, Canada . Les observations structuré es ont ét é dirigé es au moyen d’un  \ninstrument développé par Rourke, Anderson, Garrison, et Archer (2001) afind’identifier et de mesurer la pré sence sociale en ligne . Les ré sultatsdémontrent que les enseignants et les élèves utilisent des outils différents pour offri r des ré ponses affectives, interactives et homogè nes liées à leur pré sence sociale . Les manifestations de pré sence sociale par lesenseignants se sont produ ites au moyen de l’utilisation d’un systè me de transmission audio bilaté ral o ù les étudiants comptaient sur la messagerie texte directe . Les expressions de pré sence sociale des étudiants et desenseignants se prod uisent la p lupart du temps dans un contexte de digressions qui fait en sorte qu’on s ’élo igne du contenu. De plus, les étudiants ont fait preuve de pré sence sociale au moyen de conventions sur le discours provenant de contextes sociaux informels de messagerie instantané e comme ICQ et MSN.  \nIntroduction  \nSocial presence is defined as “the degree to which participants are able to project themselves affectively within [ a ] medium” ( Garrison, 1997, p. 6) . Rourke, Anderson, Garrison, and Archer (2001) observed that “social presence supports affective objectives by making the group interactions appealing, engaging, and thus intrinsically rewarding”(The Community of Inquiry Model section) . Studies of social presence in web based learning at the post secondary level indicate that it affects student perceived learning ( Richardson & Swan, 2003) and that it may increase the satisfaction of students ’ online experience ( Newberry, 2001) . It may also lead to greater emotional satisfaction through a sense of well being in the classroom environment ( Rourke et al., 2","cbCaiadiLG2mc4wM","https://ap.wps.com/l/cbCaiadiLG2mc4wM","pdf",279545,14,"English","# Abstract\n# Introduction\n## Social presence definitions and theoretical basis\n## Implications for student learning and emotional experience\n## Need for research in secondary web-based learning\n## Study focus and purpose","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study explores how teachers and students manifest social presence in web-based synchronous secondary classrooms (WBSSC).\"},{\"question\":\"How were data collected for the study?\",\"answer\":\"Data were collected through structured and unstructured observations of twelve recorded online synchronous classes in Newfoundland and Labrador, Canada.\"},{\"question\":\"What tools did teachers and students rely on to show social presence?\",\"answer\":\"Teachers used two-way audio for social presence, while students primarily used text-based Direct Messaging.\"}]","Social Presence in the Web based Synchronous Secondary Classroom | PDF",1792085548,35]