The Theoretical Model of Social Presence in e-Learning: MSP-elearning - Remote Presence Properties and Model Foundations

Oct 15, 2026

Uploaded by Mabel

This article addresses major questions about “remote presence” and defines social presence in e-learning. It presents the core characteristics of the theoretical model of social presence in e-learning (MSP-elearning), based on research work conducted between 2012 and 2019, later extended internationally. The paper details essential aspects of MSP-elearning, compares it with two other theoretical models, and frames a key challenge for both researchers and practitioners: learning “doing and being together” despite geographic distance.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Presence as a complex, plural concept

MSP-elearning and its focus

Relationship to other theoretical models

Doing and being together to learn with and from others in e-learning: The Theoretical Model of Social Presence in e-Learning: MSP-elearning Annie Jézégou Abstract: This article provides responses to the following questions: what are the major properties of‘remote presence’? What is meant by social presence in e-learning? What are the specific characteristics of the theoretical model of social presence in e-learning (MSP-elearning)? The responses offered are the result of work on characterisation of ‘remote presence’, conceptualisation and modeling of social presence in e-learning , carried out between 2012 and 2019. Since then, this work has been the subject of several publications, but exclusively in French. This article contributes to give it greater international visibility. Specifically, it outlines the essential aspects of the theoretical model of social presence in e-learning (MSP-elearning) , while highlighting its fundamental differences from two other equally interesting theoretical models . This article also contributes to emphasizing that "doing and being together to learn with and from others”, despite the geographical distance, is both the suject and the major challenge that this model addresses to the scientific community and practitioners in the field of e-learning. Keywords: e-learning, remote presence, distance, proximity, theoretical model, social presence, sociocognitive presence, socio-affective presence, pedagogical presence. Highlights What is already known about this topic: • The most internationally recognised theoretical model of presence in e-learning is the‘Community of Inquiry in e-learning’ model. • Social presence is approached differently depending on the theoretical models used , as is the case for the three theoretical models presented in this article. What this paper contributes: • It helps to understand the concept of ‘remote presence’ by attributing five key properties to it. • It summarizes the two main English-speaking origin theoretical models of social presence : the CoI Model and the Social Presence Model in e-learning (SPM) . It outlines the primary critiques directed at them. • This paper outlines the essential aspects of the French-speaking origin Model of social presence in e-learning (MSP-elearning) . The three dimensions of this presence: socio-cognitive, socioaffective and pedagogical, the categories of associated indicators; its modelling. • It provides a summary of six significant empirical studies carried out since this model was finalised in the early 2020s. Implications for theory, practice and/or policy: • The theoretical model of social presence in e-learning (MSP-elearning) opens up promising prospects for empirical research. The approach consists of successive iterations between theory and empirical studies to test the validity of its construct and, if possible, its universality. • It also constitutes a resource for engineering social presence in e-learning. • "doing and being together to learn with and from others”, despite the geographical distance, is both the suject and the major challenge adressed by this model the scientific community and practitioners in the field of e-learning. Introduction Presence is not simply a straightforward term referring either to the situation of finding oneself physically in a specific place, or to the fact of being there for someone, to keep them company or help them if they have problems. Nor is it automatically the opposite of physical (or mental) absence. It may also take several forms: educational, social, interpersonal, psychological, etc. It should therefore be thought of in the plural rather than in the singular. In any case, presence is far more complex that it may seem at first. Each of the forms it takes constitutes a specific research area. The scientific issue is therefore to make it intelligible, or, in other words, to give it a theoretical framework for analysis and interpretation. Th

FAQs

What does the article aim to explain about remote presence and social presence in e-learning?

It explains major properties of “remote presence,” defines what social presence means in e-learning, and describes the specific characteristics of the MSP-elearning theoretical model.

What is MSP-elearning and how was the model developed?

MSP-elearning is a theoretical model of social presence in e-learning. The article reports that it results from work on characterising remote presence, conceptualising and modelling social presence between 2012 and 2019, later published internationally.

How does MSP-elearning differ from other theoretical models of presence?

The article outlines fundamental differences between MSP-elearning and two other theoretical models, including the English-speaking CoI model and the Social Presence Model (SPM) in e-learning, and positions MSP-elearning alongside them for comparison.

Oct 15, 2026

Uploaded by Mabel