The conceptions and dimensions of social presence: a systematic literature review

Abstract

Online learning has risen to prominence due to numerous success stories, yet, the physical detachment inherent in online self-directed learning has raised concerns about student disengagement and isolation during the learning process. Social presence theory offers a distinct perspective, methods, and tools for the study of online learning. However, the understanding of social presence is ambiguous. This paper presents a thoughtful examination of existing literature, focusing on the conception and predicted dimensions of social presence. The study’s findings suggest that the conception and dimensions of social presence vary in different periods and contexts. A structured examination of academic literature was carried out, revealing studies on social presence in education up until December 2023. The chosen papers were meticulously reviewed, and any redundancies were discarded. Adjusted protocols for conducting systematic reviews and meta-analyses were utilized during the literature exploration. The investigative team engaged in a detailed critique, shaping, and contemplation of the review's impact. Of the initially reviewed 4103 articles, only 28 met the designated parameters for refining and determining eligibility for inclusion or exclusion.

Keywords:

Social presence, Conception, Dimensions, Measurement, Influencing factors, Online learning.