Talk:Social presence theory

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Untitled

As computer-mediated communication has evolved a more relational view of social presence has emerged. Social presence has come to be viewed as the way individuals represents themselves in their online environment. It’s a personal stamp that indicates that the individual is available and willing to engage and connect with other persons in their online community. Social presence is demonstrated by the way messages are posted and how those messages are interpreted by others. Social presence defines how participant relate to one another which in turn affects their ability to communicate effectively. . — Preceding unsigned comment added by Nomeed (talk • contribs) 02:12, 12 October 2009 (UTC)

References

Assignment 9/12: Suggestions

I am an undergraduate student in a seminar class that is experimenting with Wikipedia for the first time. As an assignment for the class we were asked to find an article and offer some suggestions to improve the article. While I believe that this article on Social presence theory is informative, I believe it uses difficult language for the common person, one who does not have a background in psychology, to understand. As it is the goal of Wikipedia to be understandable for the common person, I think it would be beneficial if this article would break down some of the language and explain certain points in more common terms. It is obvious that this article is full of useful information, but only if the common person can understand it. Furthermore, proper citations and links to other article and topics would greatly increase the quality of this article. Currently, it appears that come claims are not as clearly backed up as they could be, which would help the integrity of the article as a whole. LSanford26 (talk) 19:18, 11 September 2013 (UTC)

Assignment 9/23 Edit Article

I agree with LSanford26's evaluation of the article. It definitely needs some plain language and sentence structure, accurate citations, and a more in-depth Lead section. There are some sentences which lean more towards a personal opinion than factual such as: "Seldom, if ever, do traditional curriculum designers intentionally consider social presence in course design," 'weasel words' such as "for most," and casual language. I would like to add inline citations, fill out the Lead section. Keri R. (talk) 01:08, 22 September 2018 (UTC)

Social Presence Theory Article Proposed Edits

Moving along with this assignment I've made some changes to the Lead, Classification, and Emergence sections. Also, have added notes and new references while updating the old references with links to material.

Adding more information to the lead section

Social presence theory was developed by John Short, Ederyn Williams, and Bruce Christie, although its main thesis and major points were first described twenty years prior in the 1956 Isaac Asimov novel The Naked Sun. Social Presence Theory is defined as "The degree of salience of the other person in an interaction."

Social presence is measured by a people's abilities to project and experience one another's physical and emotional presence in interactions. With the rise of computer-mediated communication, social presence theory also includes how individuals represent themselves online.

Social presence as proposed by Short et al. (1976) has been used in IS research as uni-dimensional. Recent research (Lombard & Ditton, 1997 reveals social presence to include properties of the communication interaction positing a more multi-dimensional concept and flexible construct. Thus, Social Presence has been used as a concept in exploring interpersonal communication and feelings associated with closeness. Social presence serves as a measure for psychological processes such as social orientation, identifying motivations, and group think.

The effectiveness of communication is measured by its ability to generate rich interpersonal involvement by both parties, while considering constraints of the communication medium used.

A closely related theory, electronic propinquity, also examines this quality of human connection through technology. Tu (2000,2001) argued that within distance learning, social presence rests upon three dimensions, social context, online communication, and interactivity. Social contexts contribute to a predictable degree of perceived social presence. Social contexts involve task orientation and privacy, topics, social relationships and social process.

Classification Partial Rewrite

Social presence theory classifies different communication media along a one-dimensional continuum of social presence, where the degree of social presence is equated to the degree of awareness of the other person in a communication interaction.

According to social presence theory, communication is effective if the communication medium has the appropriate social presence required for the level of interpersonal involvement required for a task.

On a continuum of social presence, the face-to-face medium is considered to have the most social presence, and written, text-based communication the least. Short, Williams, & Christie (1976) identified two aspects of interactions as interparty and interpersonal exchanges. It is assumed in social presence theory that in any interaction involving two parties, both parties are concerned both with acting out certain roles and with developing or maintaining some sort of personal relationship.

Information in this section originally had no references and was no longer reflective of current design practices

As computer-mediated communication has evolved a more relational view of social presence has emerged. Social presence has come to be viewed as the way individuals represent themselves in their online environment. It's a personal stamp that indicates that the individual is available and willing to engage and connect with other persons in their online community. Social presence is demonstrated by the way messages are posted and how those messages are interpreted by others. Social presence defines how participants relate to one another which in turn affects their ability to communicate effectively.

Social presence theory provides a foundation for communication systems designers and serves as a main principle in computer-mediated communication studies. Aragon (2003); Gorham & Cristophel (1990) and Tu & McIsaac (2002) place high importance on using engagement tactics in online classrooms geared towards increasing social presence and reducing distance (Kendall & Kendall, 2017). These tactics include ways to humanize the interactions between instructor and students. Asynchronous (preproduced content accessed individually by students on the web) and synchronous (real-time, simultaneous live connections of students together) components combined can enliven online interactions. Depending on the technology used, synchronous sessions can provide both audio and video connection, allowing an interchange involving both sight and sound, and all the rich nonverbal communication inherent in tone of voice and facial expression.

Designers have used social presence theory to gain insight into user behavior, and therefore, social presence been accepted as a major design principle for web-based applications and social computing technologies. They use social communication tools to enhance the student experience and to overcome the challenges of forming interpersonal relationships in a virtual space. Designers seek to provide a high-quality experience for the users by encouraging meaningful interactions between users and the development of interpersonal relationships.

The ongoing attempts to address this problem in research reflects the inconsistent use and definition of social presence theory, the underlying principle of computer-mediated communication.

Yet despite these variations, research related to the importance of social presence in the success of students points to the need to design social communication tools to enhance users’ experience of one another. Social presence affects different aspects of a learner’s experience such as, their “success (Russo & Benson, 2005; Zhan & Mei, 2013), satisfaction (Gunawardena & Zittle, 1997; Richardson & Swan, 2003; So & Brush, 2008; Zhan & Mei, 2013), and performance (Lomicka & Lord, 2007; Richardson & Swan, 2003).” A positive social presence enables students to engage on another with ease while a negative social presence has been shown to increase disappointment in users which decreases cognition and familiarity with the material. Without social presence learning interaction suffers, which has negative effects on learning performance.

Updated current source list with links to articles.

• Argyle, M., Dean, J. (1965). Eye contact, distance and affiliation. Sociometry, 28(3), 289-304.

• Burgoon, J.K., Buller, B., Hale, J.L., deTurck, M. (1984). Relational messages associated with nonverbal behaviors. Human communication research, 10(3), 351-378.
• Gorham, J., & Christophel, D. (1990). The relationship of teachers’ use of humor in the classroom to immediacy and student learning. Communication Education, 39, 46–61.
• Gooch, D. and Watts, L. (2015). The Impact of Social Presence on Feelings of Closeness in Personal Relationships. Interacting with Computers, 27 (6), 661-674.
• Kehrwald, B. (2008). Understanding Social Presence in Text-Based Online Learning Environments. Distance Education, 29(1), 89-106.
• Norton, R. W. (1986). Communicator style in teaching: Giving good form to content. In J. M. Civikly (Ed.), Communicating in college classrooms (pp. 33–40). San Francisco: Jossey-Bass.
• Palloff, R. M., Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco: Jossey-Bass.
• Palloff, R. M., Pratt, K. (2003). The virtual student. San Francisco: Jossey-Bass.
• Rice, R. E. (1993). Media appropriateness: Using social presence theory to compare traditional and new organization media. Human Communication Research, 19(4), 451-484.
• Sallnas, E. L., Rassmus-Grohn, K., & Sjostrom, C. (2000). Supporting presence in collaborative environments by haptic force feedback. ACM Transactions on Computer-Human Interaction, 7(4), 461–476.
• Short, J. A., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: Wiley.
• So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336. doi:10.1016/j.compedu.2007.05.009
• Steinfield, C. W. (1986). Computer mediated communication in an organizational setting: Explaining task-related and socioeconomical uses. In M. L. McLaughlin (Ed.), Communication yearbook 9 (pp. 777–804). Newbury Park, CA: Sage.
• Tu, C. H. (2000). On-Line learning migration: From social learning theory to social presence theory in CMC environment. Journal of network and computer applications 23(1), 27-37.
• Tu, C. H. (2001). How Chinese perceive social presence: An examination of an online learning environment. Educational media international, 38(1), 45-60.
• Tu, C. H., & McIssac, M.. (2002). The relationship of social presence and interaction in online classes. The American journal of distance education, 16(3), 131-150.
• Walther, J. B. (1992). Interpersonal effects in computer-mediated interaction: A relational perspective. Communication research, 19(1), 52-90.
• Wiener, M., & Mehrabain, A. (1968). Language within language: Immediacy, a channel in verbal communication. New York; Appleton-Century-Crofts.

Adding the Following Sources

• Aragon, S. R. (2003). Creating social presence in online environments. In S. R. Aragon (Ed.), New directions for adult education and continuing education, 100. New York: Wiley Periodicals, 57–68. doi:10.1002/ace.119
• Biocca, F., Harms, C. Burgoon, J. (2003). Towards A More Robust Theory and Measure of Social Presence: Review and Suggested Criteria. Presence: Teleoperators and virtual environments, 12 (5), 456-480 https://doi.org/10.1162/105474603322761270
• Gunawardena, C. N. (1995). Social presence theory and implications for interaction collaborative learning in computer conferences. International journal of education telecommunications, 1 (2/3), 147-166.
• Gunawardena, C. N., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11 (3), 8-26. doi: 10.1080/08923649709526970
• Kendall, J. & Kendall, K., (2017). Enhancing Online Executive Education Using Storytelling: An Approach to Strengthening Online Social Presence. Decision Sciences: Journal of Innovative Education, 15 (1), 62-81. doi:10.1111/dsji.12121
• Kilic Cakmak, E., Cebi, A., & Kan, A. (2014). Developing a “Social Presence Scale for E-Learning Enivronments. Educational Sciences: Theory and Practice, 14(2), 764-768. doi: 10.12738/estp.2014.2.1847.
• Krish, P., Maros, M., & Stapa, S. H. (2012). Sociocultural Factors and Social Presence in an Online Learning Environment. Journal of Language Studies, 12(1), 201-213.
• Lee, K. M. (2004). Presence, explicated. Communication Theory, 14, 27–50. doi:10.1111=j.1468-2885.2004.tb00302.x
• Lombard, M. and Ditton, T. (1997). At the heart of it all: The concept of presence. Journal of Computer Mediated Communication, 3(2), Retrieved from http://www.ascusc.org/jcmc/vol3/issue2/lombard.html
• Lomicka, L., & Lord, G. (2007). Social presence in virtual communities of foreign language (FL) teachers. System, 35(2), 208-228.
• Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88.
• Russo, T., & Benson, S. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning. Educational Technology & Society, 8(1), 54-62.
• Shen K. N., Khalifa, M. (2018). Exploring Multidimensional Conceptualization of Social Presence in the Context of Online Communities. International Journal of Human-Computer Interaction, 24(7), 722-728. doi:10.1080/10447310802335789
• Shen, K. N., Yu, A. Y., & Khalifa, M. (2010). Knowledge contribution in virtual communities: accounting for multiple dimensions of social presence through social identity. Behaviour & Information Technology, 29(4), 337-348.
• Wei, C., Chen, N., & Kinshuk. (2012). A model for social presence in online classrooms. Educational Technology Research And Development, 60(3), 529-545.
• Westerman, D., Spence, P.,R., & Lin, X. (2015). Telepresence and Exemplification in Health Messages: The Relationships among Spatial and Social Presence and Exemplars and Exemplification Effects. Communication Reports, 28(2), 92-102. doi:10.1080/08934215.2014.971838
• Zhan, Z., & Mei, H. (2013) Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students’ learning achievement and satisfaction across environments. Computers & Education, 69, 131-138.

Keri R. (talk) 23:29, 23 September 2018 (UTC)

• Chang, Chun-Ming, & Hsu, Meng-Hsiang. (2016). Understanding the determinants of users' subjective well-being in social networking sites: An integration of social capital theory and social presence theory. Behaviour & Information Technology, 35(9), 720-729. [1]

• Cui, Guoqiang, Lockee, Barbara, & Meng, Cuiqing. (2013). Building modern online social presence: A review of social presence theory and its instructional design implications for future trends. Education and Information Technologies, 18(4), 661-685. [2]

• Johnson, Erika Katherine, & Hong, Seoyeon Celine. (2020). Instagramming Social Presence: A Test of Social Presence Theory and Heuristic Cues on Instagram Sponsored Posts. International Journal of Business Communication (Thousand Oaks, Calif.), 232948842094446. [3]

• Katz, J., & Aakhus, M. (2002). Perpetual contact : Mobile communication, private talk, public performance. Cambridge, UK ; New York: Cambridge University Press. [4]

MarkNatale (talk) 00:57, 2 September 2021 (UTC)

Peer Review from CCT 2018

Citation: As you can already see, there are a lot of resources that have not been identified in the page, like "citation needed" or "who". Maybe you want to work on them first?

Structure: The structure of the first section "Classification" and its subsection "Emergence in Computer-Mediated Communication" eludes me. In addition, is it better to walk through if to bring section "Definition" forward? Overall, I can't see why this page is organized this way.Yvette72 (talk) 16:56, 16 October 2018 (UTC)

Peer review - Linda

I would suggest a more informative paragraph for the introduction that talk a little more about the origins and history of the theory rather than jumping right to examples and how the theory is used. Just by reading the introduction, you don't really understand this theory and what it means, but maybe that has to do with the way that it is written, so maybe change the language a little so it is easier to be understood.

Structure: The structure of this page is a little messy and confusing. I would definitely change the order of the paragraphs, for example add the Definition paragraph after the introduction of the theory. So the order could be something like Introduction, Definition, Classification, Significance, Examples with Computer-Mediated Communication, Critique and Conclusion.

Because this theory is used immensely, I think having a "Critique" paragraph would really help the page. Look into the use of the Social Presence theory in the online communication, and how that affects certain ages and how it changes the communication. I think this page also lacks citations and sources so adding more of them would make this theory more complete. --Lb1114 (talk) 00:56, 17 October 2018 (UTC)

Edits for Communications Theories by AVR

1. Social presence theory was developed by John Short with the help of Ederyn Williams, and Bruce Christie. The theory came together by the appearance of difference in the physical proximity that was produced by different mediums. (Short, Williams, Christie; 1976) The main thesis and major points of the theory were first described in 1956 in The Naked Sun, a novel by Isaac Asimov. Social Presence Theory is defined by Short, Williams & Christie as the ability of a communications medium to transmit social cues. (Baozhu, Weiguo & Zhou; 2015)

2. Added citation: Baozhou, Lu; Weiguo; Zhou, Mi (2015). Social presence, trust, and social commerce purchase intention: An empirical research. Computers in Human Behavior. China: China University pf Petroleum. pp. 225- 237. Corve1994 (talk) 21:03, 18 November 2018 (UTC) Corve1994 AVR 11.18.18

3. Added citation: Cobb, S. C. (2009). Journal of Interactive Online Learning. Retrieved from Social Presence and Online Learning: A Current View from a Research Perspective: https://www.ncolr.org/jiol/issues/pdf/8.3.4.pdf

Corve1994 (talk) 21:12, 18 November 2018 (UTC)

Corve1994 (talk) 21:19, 18 November 2018 (UTC)

4. Added citation: Dixson, M., Greenwell, M., Rogers-Stacy, C., Weister, T., & Lauer, S. (2017). Nonverbal immediacy behaviors and online student engagement: bringing past instructional research into the present virtual classroom. Retrieved from Web of Science

Corve1994 (talk) 21:29, 18 November 2018 (UTC)

5. Added citation: Jahng, M., & Littau, J. (2016). Interacting Is Believing: Interactivity, Social Cue, and Perceptions of Journalistic Credibility on Twitter. Journalism & Mass Communication Quarterly, 38-58.

Corve1994 (talk) 21:31, 18 November 2018 (UTC)

6. Added citation: Kim, J., Song, H., & Lee, S. (2017). Extrovert and Lonely Individuals’ Social TV Viewing Experiences: A Mediating and Moderating Role of Social Presence. Mass Communication and Society, 50-70. https://www.tandfonline.com/doi/full/10.1080/15205436.2017.1350715

Corve1994 (talk) 21:31, 18 November 2018 (UTC) 7. Added citation: Osei-Frimpong, K., & McLean, G. (2018, March). Examining online social brand engagement: A social presence theory perspective. Retrieved from Web of Science: http://apps.webofknowledge.com.proxy.library.georgetown.edu/full_record.do?product=WOS&search_mode=GeneralSearch&qid=3&SID=5BAQoxl9SLsM58vY5zk&page=1&doc=3&cacheurlFromRightClick=no

Corve1994 (talk) 21:32, 18 November 2018 (UTC)

8. Added citation: Services, A. T. (2018, September 27). Social Presence Theory (PDF) . Retrieved from Memorial Library: https://www.mnsu.edu/its/academic/isalt_social_presence_theory.pdf

Corve1994 (talk) 21:35, 18 November 2018 (UTC)

9. Turner, J., & Foss, S. (2018). Options for the Construction of Attentional Social Presence in a Digitally Enhanced Multicommunicative Environment. Communication Theory, Volume 28, 22-45. — Preceding unsigned comment added by Corve1994 (talk • contribs) 21:37, 18 November 2018 (UTC)

Corve1994 (talk) 21:40, 18 November 2018 (UTC)

10. Wei, J., Seedorf, S., Lowry, P., Thum , C., & Schulze, T. (2017, August). How increased social presence through co-browsing influences user engagement in collaborative online shopping.

Corve1994 (talk) 21:41, 18 November 2018 (UTC)

11. LaMendola, W. (2010). Social Work and Social Presence in an Online World. Journal of Technology in Human Services, 108-119. https://www.tandfonline.com/doi/abs/10.1080/15228831003759562

Corve1994 (talk) 21:45, 18 November 2018 (UTC)

12. Social Presence Theory was developed by John Short with the help of Ederyn Williams, and Bruce Christie. The theory came together by the appearance of difference in the physical proximity that was produced by different mediums. The main thesis and major points of the theory were first described in 1956 in The Naked Sun, a novel by Isaac Asimov. Social Presence Theory is defined by Short, Williams & Christie as the ability of a communications medium to transmit social cues.

Lombard & Ditton (1997) interpreted Social Presence Theory as a multi-dimensional and flexible concept that identifies mediums depending on how intimate, personal, warm, and sensible they are when forming personal interactions between people.Social presence serves as a measure for psychological processes such as social orientation, identifying motivations, and group think. Social Presence Theory inspires the feeling of being together, even through a screen. The Theory explains primitive responses to social cues. — Preceding unsigned comment added by Corve1994 (talk • contribs) 22:58, 18 November 2018 (UTC)

13. Social presence is measured by the ability to project physical and emotional presence, and experience it from others in interactions.[6][7] Computer-mediated communication has risen in the recent years, which has forced Social Presence Theory to be adapted to the new medium, and how we portray our persona in order to make connections with others on the internet.[8][9] Effective communication is measured by the parties' interpersonal involvement, while considering constraints of the communication medium used.[10]

Corve1994 (talk) 23:12, 18 November 2018 (UTC)

14. Added a new contents: Definitions and emergence, Key concepts, Significance and measurement.

Corve1994 (talk) 19:34, 19 November 2018 (UTC)

15. Edited Definition & Emergence with brief explanations of F2F and CMC

Social Presence Theory is defined by the different physical proximities produced by different mediums, the two more popular being face-to-face communication and online interaction. Social Presence is measured by the ability to project physical and emotional presence, and experience it from others in interactions. Computer-mediated communication has risen in the recent years, which has forced Social Presence Theory to be adapted to the new medium, and how we portray our persona in order to make connections with others on the internet. Effective communication is measured by the parties' interpersonal involvement, while considering constraints of the communication medium used.

The definition of Social Presence remains inconsistent as scholars attempt to pinpoint what the phenomenon encompasses, and how it can be adapted as new mediums of interpersonal communication arise. Social Presence in recent years has been defined as the feeling of community a learner experiences in an online environment. We have developed multiple non-verbal intimacy behaviors in the online community that develop our personal relationships with people when we communicate in a medium where there is not real life contact. Other researchers have defined Social Presence as the awareness of others in an interaction combined with an appreciation of the interpersonal aspects of that interaction. Gunawardena (1995) argued that Social Presence varied in perception and was a subjective issue based upon objective qualities. We are social beings, and we crave socialization and Social Presence explains how we form relationships and how beneficial and necessary they are to our lives.

The definitions and interpretations of Social Presence given by multiple sources after the original work conducted by Short, Williams and Christie have offered a clearer view that Social Presence is more of a combination of factors that present themselves in a way so as to develop greater intimacy within a group that has a positive effect on the individual's affective filters. Several researchers have suggested that intimacy and immediacy are contributing factors to Social Presence with intimacy defined as a measure of communication involving eye contact, proximity and body language and immediacy defined as the psychological distance between two parties that is conveyed through verbal and nonverbal cues in speech.

Communicators face different challenges in order to tap into the necessities of the people they are trying to communicate with in a world that revolves around multicommunication, communicators must adapt and evolve to reach audiences. Social Presence was originally studied in connection with face-to-face (F2F), audio, and interactive television encounters. The emergence of computer-mediated communication (CMC) in education and training provided an entirely new series of variables and characteristics to already existing Social Presence models. In e-learning context, it was redefined as learners' ability to portray themselves as "real" members of a community in social and emotional ways.

Tu (2000,2001) argued that within distance learning, Social Presence rests upon three dimensions, social context, online communication, and interactivity. Social contexts contribute to a predictable degree of perceived Social Presence . Social contexts involve task orientation and privacy, topics, social relationships, and social process. A closely related theory, electronic propinquity, also examines this quality of human connection through technology.

Corve1994 (talk) 20:12, 19 November 2018 (UTC)

16. Key terms: Social Presence Theory, per Short, Williams and Christie in 1976, is primarily composed of Intimacy and Immediacy.

Intimacy Intimacy is defined as the feeling of closeness and belonging that two people may feel with each other. Argyle and Dean (1965) defined the interpretation of intimacy in an interaction as something that is influenced by a number of factors, such as physical distance, eye contact, smiling, body language, and potential conversation topics.

Corve1994 (talk) 20:42, 19 November 2018 (UTC)

17. Immediacy Immediacy is defined as giving urgency or importance to an exchange. The interpretation of immediacy was brought up by Wiener and Mehrabian in 1968 into Social Presence Theory, and it was paraphrased and further explained by Cobb as a measure of the psychological distance between the communicator and the recipient of that exchange. The urgency we indicate when communicating with others gives them a sense of closeness and importance to their relationship.

Corve1994 (talk) 21:06, 19 November 2018 (UTC)

18. Non-Verbal Communication In an exchange participants share a multitude of additions to the verbal communication, like eye contact, posture, physical distance and facial expressions. When engaging in computer - mediated interactions the non-verbal cues can be more ambiguous such as, emoticons, urgency of response, and personal topics within the conversation.

19. Added reference: Birdwhistell, R.L. (1970). Kinesics and Context. Philadelphia: University of Philadelphia Press.

20. Efficiency In Social Presence Theory, one medium may be more reliable to get the message across. The communicator is the judge when it comes to picking a medium, and getting across their message to the desired audience in the most efficient way possible. There is never a clear answer when it comes to saying what is the most efficient way. Corve1994 (talk) 22:55, 19 November 2018 (UTC) 21.Face - to - Face interactions The most basic of interactions are done face-to-face, and the participants exchange, in addition to verbal communication, a set of non-verbal cues just as facial expression, direction of gaze, posture, dress, and body language. [31] In the work about Kinesics done by Birdwhistell in 1970[32] there were two types of functions identified for non-verbal cues. [29] One of the functions is directly related to the message that is being sent between one individual to another, and the is concerned withe the communication process and the integrational aspects. [29][1]

The integrational activity

Corve1994 (talk) 01:24, 20 November 2018 (UTC)

22. Added resource: Argyle, M (1969). Social Interaction. London: Methuen. Corve1994 (talk) 01:33, 20 November 2018 (UTC)

23. added resource: Argyle, M; Lalljee, M; Cook, M (1968). "The effects of visibility on interaction in the dyad". Human Relations. 21: 3–17.

Corve1994 (talk) 01:39, 20 November 2018 (UTC)

24. Face - to - Face interactions The most basic of interactions are done face-to-face, and the participants exchange, in addition to verbal communication, a set of non-verbal cues just as facial expression, direction of gaze, posture, dress, and body language. In the work about Kinesics done by Birdwhistell in 1970 there were two types of functions identified for non-verbal cues. One of the functions is directly related to the message that is being sent between one individual to another, and the is concerned withe the communication process and the integrational aspects.

The integrational activity includes the behavior that keeps the interaction in process, and the comprehensibility that goes in the exchange between individuals. Argyle in 1969, identified six functions of six non-verbal cues and what role they play in the communications process. There are three that are integrational and three that are informational.

The integrational functions are:

Mutual attention and responsiveness: eye-gaze, head nods and gestures. Channel control: head nods and eye movements. Feedback: This is mainly for the speaker to know how the audience is receiving the message. The informational functions are:

Illustrations: Hand functions to paint a picture or an object. Emblems: Gestures being used instead of a word, like moving your head up and dow to say "yes." Interpersonal attitudes: eye-gaze, gestures, proximity and facial expressions. Corve1994 (talk) 01:43, 20 November 2018 (UTC)

25. Measurement There hasn't been a general agreement on how to measure Social Presence Theory, but there are three major instruments that can be used to have a better understanding of the Theory. [27]

The Social Presence Scale was developed by Gunawardena and Zittle in 1997. [27] The test measures immediacy, which is one of the two main components of this theory. This measurement has been proven reliable and it is continually used in research. [19] The Social Presence and Privacy Questionnaire was developed by Tu in 2002. [27] This measurement has been developed on three different dimensions: social context, online communication, interactivity. The test contains 17 social presence items and 13 privacy items rated on a five point rating scale. [27] Self-Reporting Social Presence Scale, was developed by Krejins, Kirschner, Jochems and Buuren in 2011. It is a scale that consists on five items with an internal consistency.[27]

Corve1994 (talk) 02:02, 20 November 2018 (UTC)

Other Applications

I added a sentence talking about how immediacy behaviors can be applied to teaching and student-teacher relationships. I'm wondering what other kinds of relationships can the social presence theory can be applied? What other nonverbal behaviors are important to note in these relationships? — Preceding unsigned comment added by Katrina88.hu (talk • contribs) 00:09, 6 April 2021 (UTC)

Wiki Education assignment: Industry Theory and Practice 74252

This article was the subject of a Wiki Education Foundation-supported course assignment, between 12 September 2022 and 19 December 2022. Further details are available on the course page. Student editor(s): Piscesinterlude (article contribs). Peer reviewers: EtherealPink, KhaleesiArya.

— Assignment last updated by Patrickgleason6 (talk) 16:27, 23 October 2022 (UTC)

Peer review added! Hope it helps! [KhaleesiArya] — Preceding unsigned comment added by KhaleesiArya (talk • contribs) 17:31, 22 October 2022 (UTC)