Online presence 2
Learning with Invisible Others: Perceptions of Online Presence and their
Relationship to Cognitive and Affective Learning
Introduction
As increasing numbers of college-level courses are developed for delivery via the
World Wide Web, pressure grows to identify components of online learning
environments that contribute to or support learning. Much of the research focus in online
education has been on technical characteristics such as platforms, download speed,
engaging links, streaming audio and streaming video. Evaluating the role of technology
itself on learning has merit, but technology does not operate independently to create a
learning environment. Student interaction online, like student interaction in face-to-face
classrooms, is a critical component of the learning context. This appears to be especially
true for one of the largest groups served by online classes, non-traditional or adult
students, whose expectations are likely to include dynamic interaction with others and
learning constructed through discussion (Brandt, 1997).
Just as in face-to-face environments, the communication behaviors that students
enact contribute to others’ perceptions of them and to the overall learning dynamic.
Based on research about face-to-face classes, it can be argued that behaviors that support
student engagement are likely to contribute to both positive attitudes about the class and
to enhanced learning. In particular, student perceptions that others in the online course
are immediate, “present,” or significant to the interaction may help establish an
environment in which students attend to one another, share ideas, trust one another, and
collaborate (Picciano, 2002; Short, Williams, & Christie, 1976). It may be argued that
Convention