The Influence of Social Presence on MOOC Learners Performance

Abstract

Collaborative learning has been offered as a realistic solution to decrease isolated feeling of MOOC learners. However, such effort was only applied before or after lecture video session, i.e., discussion board, peer assessment and face-to-face chatting. Therefore, learners who do not join such activities cannot help but staying in the feeling of isolation. Therefore, this study investigate how offering social presence during watching videos influences learners. In particular, this study will focus on social presence of peers, considering the massiveness and openness of MOOCs. In light of the view, through experiment suggesting social presence during watching videos, this study will try to decrease isolated feeling, and hence encourage educational performance toward the course.