REPORT TEXT

SOCIAL PRESENCE IN BASIC LEARNING BASED ON AN

OPEN AND DISTANCE EDUCATION
LEARNER'S VIEW

DISUSUN OLEH :
SABILA HANIFA YULIANTI

YAYASAN RUMAH SAKIT ISLAM NUSA TENGGARA BARAT

SMK YARSI MATARAM
T.A 2020/2021
 ABSTRACT

This research describes whether the social presence can be obtained from
online learning of distance education setting. Data in this study employed
questionnaire adapted from Rovai (2002) which identified 3 aspects of social
presence, namely connectedness aspect, learning aspect, and socio-emotional
aspect. Data was taken from 60 students who participated in an 8-weeks online
learning. The results showed that all aspects have positive attitudes from
students’ point of views. The students experienced connectedness aspect,
learning aspect, and socio-emotional aspect in online learning regardless the
learning situation which was mostly text-based setting.

Keywords: COI Framework, community of inquiry, online learning, social

presence

i
 TABLE OF CONTENTS

ABSTRACK--------------------------------------------------------------------------------------i
TABLE OF CONTENS------------------------------------------------------------------------ii

1. LIBRARY REVIEW-----------------------------------------------------------------------3
2. RESEARCH METHODS------------------------------------------------------------------4
3. FINDINGS------------------------------------------------------------------------------------5
4. DISCUSSION--------------------------------------------------------------------------------9
5. CONCLUSION------------------------------------------------------------------------------11

REFERENCES------------------------------------------------------------------------------12

ii
iii
 In conventional classes, the social presence between learners and tutors and learners is
proven to have brought significant results to the learning outcomes obtained by learners.
According to Scholis-Mantha (2008) social presence is able to improve the teaching process and
improve the learning experience in the classroom. In addition, social presence is able to train
learners to apply and develop
(21st Century Skills)(Tantri, 2018). Despite the success of social relationships in improving
learner learning outcomes, various studies and literature began adapting learning methods or
frameworks to be applied in online learning situations.
One of the most commonly used online learning models is the Community of Inquiry
(CoI) framework initiated by Garrison, Anderson, and Archer (2010). The CoI framework places
3 (three) elements in online learning, namely cognitive elements, teaching elements, and
elements of social presence. The CoI framework is inspired by teaching and learning activities in
conventional classrooms where it focuses on the importance of the presence of tutors and
learners as the key participants in the success of learning activities (Garrison, Anderson &
Archer, 2000). Garrison sees that successful learning in a group is due to the interaction of three
elements that form the basis in the framework as in Figure 1.

 
 
Figure 1. Community of inquiry framework (Garnisson, Anderson, & Archer, 2000)
 
The element of social presence present in the framework of COI due to the success of
learning by usingcomputer-mediated communication (Computer Mediated Learning) is expected
to bring a climate of social presence such as in conventional classes (Kosasih & Iqbal, 2013). In
conventional classrooms, group communication can be done by identifying verbal cues supported
by non-verbal cues that carry socio-emotional information so that speakers with each other feel a
real physical presence (Short, Wiliams & Christie, 1976). The non-verbal cue forms are
expressed with vision (facial expressions, direction of view, posture, movement, and eye

1
contact), sound (volume, change of voice, softness of voice), peraba (touching, shaking), and
smell (smell).
However, the difference in implementing social presence in online learning is because
learning is implemented in text-based asynchronous communication media so it is claimed that
learning with computer-mediated communication is very lacking in social cues, both verbal and
non-verbal (Scholis-Mantha, 2008; Akcaoglu & Lee, 2016). Therefore, the definition of social
presence in online learning is changing, namely theability of participants in a community of
inquiryto project themselves and emotionally as "real‟ individuals (Garrison, Anderson, and
Archer, 2000:94). It is developed in 3 phases, namely the phase of obtaining a social identity, the
phase of having meaningful communication, and the phase of building a relationship. Thus, in
order for the participatory to argue in a discussion group in online learning must be built a safe,
trusting environment with each other, and comfortable that identifies a well realized social
presence in the learning. (Kosasih & Iqbal, 2013; Kreijns, Acker, Vermeulen & Buuren, 2014).
Research on social presence has been widely done and the form continues to evolve. The
basis of identifying social presence operationally in online learning is divided into three (3),
namelygroup cohesion,openness in communication, and affective expression (Garrison,
Anderson, and Archer, 2000). Initially, social presence research was conducted with analytical
content where research was conducted by coding the number of emoticons used in learner posts
and identified the form of social presence. This cannot be used continuously, because content
analysis research methods cannot identify forms of social presence involving critical thinking
interactions (Garrison, Anderson, and Archer, 2010). Ultimately, research methods to identify
social relationships use transcripts where coding is based on the purpose examined and realized
that the method is difficult because it involves multiple encodings and takes a lot of time to
equate internal representations of those coded before researchers begin identifying the
transcripts.
Therefore, there are studies on validity in quantitative content analysis, one of which was
researched by Rovai (2002). Rovai developed instruments to measure the presence ofclassroom
communitiesin a classroom by using the internet. The presence of the classroom community is
examined due to the large number ofaverage learners who drop out (drop-out)during online
learning compared to face-to-face classes. Rovai (2002), identified this due to the physical
separation of learners such as reduced sense of togetherness withdisconnectedness,
isolation,distraction, and lack of individual attention that can affect learners in conducting remote
online studies. This instrument is considered valid by showing high internal consistency and
showing evidence thatconnectednessand learning scale are the scale of this instrument, able to
describe the state of the presence of the online learning class community.
The Open University (UT) is a college whose learning uses a distance education system.
In addition to face-to-face classes, UT also implements an online learning model through its
website. Online learning is done
by using Moodle as a Learning Management System application that provides cooperative and
collaborative learning activities for tutors where it is hand-selected by tutors to carry out online
teaching (Hussein, Aditiawarman, and Mohamed, 2007). The most important collaborative
activity in this study is the discussion activity that is assessed in the discussion forum feature.
While the individual activities assessed are projects in the form of tasks, exercises, and quizzes.
From the background mentioned above, this study aims to identify the extent of social
presence in online learning already conducted by the authors. Social presence is seen from 3
aspects, namely connected aspects, learning aspects, and social aspects (social-emotional).

2
  
1. LIBRARY REVIEW
Social attendance research has emerged since Garnison, Anderson, and Archer (2000)
presented the CoI framework before the academic public. Furthermore, the literature further
continues the framework by revising aspects of the framework that still cause debate and the
issue of which one of them is the framework of the social presence aspect. This is because the
aspect of social presence in online learning has no form of communication and can only be
measured bydegree(Kreijns, Acker, Vermeulen, & Buuren, 2014). In addition, many experts
debate whether social presence is determined by technology devices related to communication
media or determined by social groups that use such media (Gunawardena and Zittle, 1997). It is
argued by Kreijns, Acker, Vermeulen, and Buuren (2014) that social presence is in the form of
two things, namely the physical characteristics of mediums that are used as communication and
possible social factors that affect such as social context and social processes. In addition, Kreijns,
Acker, Vermeulen, & Buuren (2014) proposes that social presence in the CoI framework also
considers only "social presence", but also "social environment", so that the design and
application of social presence in online learning can be clearly described.
Furthermore, Denoyelles, Zydney, and Chen (2014) created literature on the existence
and application of social presence in discussion forum activities in online learning. In his writing,
there are 2 things that can give rise to social presence, namely, the first, by giving a model of
social presence instructions. This can be realized by giving tutors encouragement to learners,
mentioning the names of learners while discussing, tutors giving examples of self-introduction,
and most importantly tutors giving examples of commenting in discussion forums in the form of
giving advice on learners, evaluating learner comments, and forms of self-reflection. This can
give rise to collaborative learning and trust in group learning according to the characteristics of
social presence within the framework of CoI (Denoyelles, Zydney, & Chen, 2014). The second is
to hold mandatory and assessed discussion activities. This can give rise to the extrinsic
motivation of learners to interact and contribute to productive discussion activities. As for this
discussion activity by emphasizing on the activeness of learners and tutors only as facilitators. In
addition, the form of discussion forum that has directions or rules (protocol-based discussion)
more formed group awareness thanfree-form discussion(Zydney, Denoyelles, & Seo, 2012).
After that, social presence research is growing. Researchers are beginning to be able to
measure the level of social presence in online learning. Akcaoglu and Lee (2016) researched
social presence through small discussion groups looking at social skills, social environment, and
the cooperation of learning groups. The result is that groups with fewer members are able to
increase social presence. As for Aydin & Gumus (2016) investigating whether there is a sense of
community in the classroom in the learner, perception of success in the team development
process and the desire of learners to learn in the team. The result is that there is a connection in
the sense of community in the classroom and a perception of success in the team development
process. In addition, Aydin & Gumus (2016) also found that the sense of community in the
classroom can also be an indicator of success in group work. Furthermore, Swan & Shih (2005)
found a correlation between awareness of social presence and satisfaction in online discussion.
Awareness of the presence of tutors affects learner satisfaction more than the awareness of peer
attendance. The findings show that learners who have a high awareness of social presence and
are able to find usefulness and purpose in online learning more often contribute to discussion
forums.

3
 From the above literature shows that the study of social presence arises because there is a
difference between social presence in traditional classes and online classes. Its definition and
form also evolves following perceptions based on the technological devices used as well as the
social environment that accompanies the learner. Therefore, research on social presence in the
context of online learning in Indonesia, especially at The Open University; as a university that
organizes distance learning, it needs to be excavated in order to identify successful social
presence patterns of learners as well as realize the success of effective online learning.
 
RESEARCH METHODS
The number of respondents in the study was 60 learners who had been involved in online
learning for a full 8 weeks and no face-to-face teaching sessions in those 8 weeks online or
offline. Respondents were divided into 4 different classes with courses in the same scope, namely
English learning. The majors that are the subject of the study are English class 1, where this class
is followed by learners other than the majors of English Literature and Reading 1 as well as
Writing 2 whose respondents are from learners majoring in English Literature. After Tuesday's
study, in week 8 the learners were asked to fill out a questionnaire that had been shared online
linked in the learning website.
To identify the learner's point of view on social presence in online learning that they have
experienced, the authors used the Rovai questionnaire (2002) which has been adapted and
translated into Bahasa Indonesia, considering that not all respondents are from English literature
majors. As explained in the introductory points, Rovai questionnaire (2002) is used because it
has proven valid to identify social presence in the context of community classes
withconnectednessand learning scale.
The questionnaire consists of 4 sections. The first section focuses on the respondent's
background information, such as gender, the name of the city where the learner is currently
studying, and online classes (referred to as Online Tutorials or Tuton). The second part of the
questionnaire explores the learner's perception of the connectedness aspects in Tuton that have
been experienced. The next part is to emphasize the aspect of learning in Tuton that relates in the
context of social interaction and the last part is identifying the forms of social aspects (Kreijns,
Acker, Vermeulen, & Buuren, 2014) in Tuton learning.
The online learning model that has been implemented has the same pattern between one
class and another. Learning takes place asynchronously. In 8 initiations, tutors provide a
summary of learning materials from UT's mandatory powerpoint or Pdf books and provide other
learning resources such as website addresses or supporting links to supporting OER materials or
videos. In addition, learners are required to participate in the discussion activities in each
initiation and collect 3 tasks in weeks 3, 5, and 7. In addition to online learning, there is a
discussion forum "introducing yourself" in initiation 1 with thename 'getting to know each other'.
In addition, tutors provide rules ornetiket ( netiquette) in forum discussions so that learners are
obliged to comment on the posts of other tuton participants at least 1 post after the learner posts
the answer to the discussion question in the comment field that has been provided. The
comments given should not only state "yes/no" and "agree/disagree" but along with the reasons
why learners agree or disagree with the opinions of other participants.

4
FINDINGS
The purpose of this study is to identify the extent to which the social presence in online
learning that has been done by the authors is seen from 3 aspects, namely the aspect of
connectedness, the aspect of learning, and thesocial aspect (social-emotional). Thus,
questionnaires in electronic form have been linked to each tuton class at the end of the initiation.
Learners are asked to fill in the learner's background as to where Tuton's current learning
background (city), gender, and classes have been followed. Table 1 describes the personal
background of respondents participating in the questionnaire.
 
Table 1. Deskripsi Respondents
  Number of respondents  

Class English Language English Reading 1 Writing 2 Total

1A 1B      
(%) (%) (%) (%) (%)
8   8 28 16 60
(13) (13) (47) (27) (100)
Gender   Male (%)   Female (%) Total
(%)
  14 (23)   46 60
(77) (100)
 
From Table 1 it can be found that the most respondents were learners from the Tuton
Reading 1 class, which was 28 learners (47%) involved in the filling of the questionnaire.
Furthermore, 16 learners were followed by 16 learners (27%). The fewest respondents were
from English classes 1 A and English 1 B. Only 8 respondents (13%) each the questionnaire. As
for the gender of the respondents who were predominantly involved in this study were women. A
total of 46 female respondents (77%) involved in this study and male respondents were 14
respondents (23%).
 

Bandung
Batam
Bengkulu
Bogor
Cianjur
Denpasar
Jakarta
Jember
Kendari
Kuala Lumpur City Centre

5
 Table 3 shows the results of a questionnaire on the learner's point of view on aspects of
the problem in Tuton's learning that has been experienced. There are thirteen (13) questions to
explore this aspect. From the data, it is known that learners have a positive attitude towards the
attitudes of other participants in Tuton, including the attitude of caring for each other with the
number of respondents agreeing that 42 respondents (70%) and strongly agree with 13
respondents (22%). In addition, respondents felt that the point of view was easy to understand by
other Tuton participants with the number of respondents who agreed were 40 respondents (67%)
and strongly agree 12 respondents (20%). Furthermore, there were 36 respondents (60%) agreed
if they felt family in this Tuton and were followed by 12 respondents (20%) strongly agree on
this. Respondents also agreed (78%) and strongly agree (18%) if they trust each other.
 
Table 3. Learner's Point of View on Connectedness Aspects
Strongly Agree Disagrees Very Disagree
                                Agree Items
  F % F % F % F %

1. I feel that the participants in the 13 22 42 70 5 8 0 0

Tuton cares about each other.
2. I feel that my point of view is 12 20 40 67 8 13 0 0
understood by other Tuton
participants.
3. I feel a deep kinship 12 20 36 60 12 20 0 0
Tuton's.
4. I trust each other in 11 18 47 78 2 3 0 0
Tuton's.
5. I feel that I can rely on others. 7 12 15 25 35 58 3 5

6. I feel that the other members of 1 2 7 12 40 67 12 20

Tuton depend on me.
7. I feel confident that the other Tuton 7 12 44 73 9 15 0 0
participants will support me.
8. Self-introduction with other Tuton 17 28 40 67 3 5 0 0
participants gives me a sense of
having in Tuton.
9. Communication in online form is a 17 28 39 65 4 7 0 0
great medium for social
interaction.
10. Discussion forums help me in 13 22 44 73 3 5 0 0
developing a sense of cooperation.
11. I do not feel the spirit of 0 0 10 17 33 55 17 28
togetherness.
12. I feel alienated in this Tuton. 0 0 7 12 33 55 20 33
13. I'm not sure about the other 0 0 7 12 37 62 16 27
participants in this Tuton.

6
 
However, a total of 35 respondents (58%) disagree and strongly disagree 3 respondents
(5%) if they can't rely on the others. As for the other statements, the other Tuton participants
depended on them there were 40 respondents (67%) who disagree and
12 respondents (20%) who strongly disagree. Followed by 33 respondents (55%) disagree and 17
respondents (28%) strongly disagreed with the assertion that they did not feel the spirit of
togetherness and they felt alienated in Tuton's learning. In addition, there were 37 respondents
(62%) disagree and 16 respondents (27%) strongly disagree if they are unsure of the other
participants in Tuton.
Positive attitudes were conveyed by respondents regarding confidence items, self-
introduction sessions, online communication,and discussion forums. Respondents felt confident
if the other Tuton participants supported them with 44 respondents (73%) agreed and 7
respondents (12%) answer strongly agree. A total of 40 respondents (67%) agreed and 17
respondents (28%) if self-introductory sessions give them a sense of having in Tuton's learning.
In addition, 39 respondents (65%) agreed and 17 respondents (28%) strongly agree that online
communication is a great medium for social interaction and 44 respondents (73%) agreed and 13
respondents (22%) strongly agree that discussion forums help them develop a sense of
cooperation.
Table 4 explains the results of the learner's point of view on the aspects of learning in
social presence in online learning. To explore the point of view in this aspect, there are a total of
13 items given to respondents. A total of 41 respondents (68%) agreed and 14 respondents (23%)
strongly agree if in online learning they are encouraged to ask. Furthermore, 45 learners agreed
(75%) and 11 learners strongly agree (18%) if they feel comfortable when chatting onlinemedia.
Not only that, as many as 42 respondents agreed (70%) and 18 respondents
strongly agree (11%) strongly agree when participating in discussions. A total of 49 respondents
(82%) agreed and 11 respondents strongly agreed (18%) when interacting with other tuton
participants. A positive response was also seen in the role of online learning helping to develop a
sense of learner cooperation with as many as 40 respondents agreeing (67%) and 14 respondents
strongly agree (23%) with this item. In addition, 34 respondents agreed (57%) and 8 respondents
strongly agree (13%) if they receive feedback on time.
Sufficient time to study was also felt by 39 respondents who said they agreed (65%) and
12 respondents said strongly agreed (20%). In fact, respondents were comfortable when
disagreeing with the other Tuton participants as many as 38 respondents (63%) agreed and 3
respondents (5%) who strongly agree.
Respondents disagreed and strongly disagreed about the item that they felt reluctant to
speak publicly. A total of 33 respondents disagreed (55%) and 12 respondents strongly disagreed
(20%) against this item. Similarly, 39 respondents disagreed (65%) if the other Tuton
participants don't help them learn. A total of 38 respondents disagreed (63%) and 16 respondents
strongly disagreed (27%) if educational/scientific needs are not met during online learning and
39 respondents disagree (65%) and 16 respondents strongly disagreed (27%) that this learning
does not encourage the desire to learn. Furthermore, a total of 34 respondents disagreed (57%)
and 11 respondents strongly disagreed (18%) if not get help when they have questions.

7
 While the latter aspect, the social aspect has one item, namely whether learners are able to
capture different impressions from other Tuton participants. This item got a positive point of
view from the respondents. A total of 43 learners agreed (72%) and 9 learners strongly agree
(15%) if they are able to capture a different impression than the other Tuton participants. Those
who disagreed were 7 learners (12%) and who strongly disagree as much as 1 learner (2%).
 
 
Table 4. Learner's Point of View on LearningAspects
                                                                 Strongly agree Agree Disagree Strongly
Items disagree
  F % F % F % F %

1 I feel that I am encouraged to ask 14 23 41 68 5 8 0 0

2 I feel comfortable when chatting in 11 18 45 75 4 7 0 0

online media
3 I feel comfortable participating in 18 30 42 70 0 0 0 0
Discussion
4 I feel comfortable interacting with 11 18 49 82 0 0 0 0
other Tuton participants
5 Online learning helped me develop 14 23 40 67 6 10 0 0
my sense of cooperation
6 I feel that I received a feed 8 13 34 57 16 27 2 3
back on time
7 I felt that I was given sufficient time 12 20 39 65 9 15 0 0
to study
8 I feel comfortable disagreeing with 3 5 38 63 17 28 2 3
other Tuton participants while
maintaining trust
9 I feel reluctant to speak openly 1 2 14 23 33 55 12 20

10 I felt the other Tuton participants 10 17 11 18 39 65 0 0

didn't help me learn
11 I feel that my educational/scientific 0 0 6 10 38 63 0 0
needs are not being met
12 I feel that this learning does not 1 2 4 7 39 65 16 27
encourage the desire to learn
13 I find it difficult to get help when I 1 2 14 23 34 57 11 18
have questions
 

8
Discussion
Social presence, in addition to teaching elements and cognitive elements, in online
learning is an important part of achieving meaningful online learning success such as learning in
face-to-face classes. Based on the results of the questionnaire filled out by online learning
learners above, it can be seen that there is a positive point of view on the aspect of
connectedness. This is in line with the opinion of Rovai (2002) that the connectedness aspect is
very much needed in an online learning community.

This can be seen by the presence of good interactions between learners in online classes,
having the same expectations, and mutual trust that is built between learners (Gibbs, 1995).
Caring, understanding the point of view between one learner and another, a sense of kinship, and
trusting each other get a positive perspective on the online learning that has been done. In
addition, this learning is also able to foster self-confidence if other participants have the same
perception of what the learner means.

The sense of cooperation that can be fostered in discussion forums also has a positive
point of view in this online class, including feeling the spirit of togetherness, and almost all
learners feel that they are not isolated in the Tuton learning that is carried out. This supports the
opinion of Garrison, Anderson, and Archer (2000) that discussion forums in online learning are
able to provide a collaborative process in which critical attitudes in conversation in discussion
can be encouraged and practiced. The collaborative process which is a critical learning approach
today must be able to invite learners to share experiences as the goal of constructing and
agreeing on the meaning of meaningful learning between one learner and another.

In addition, social presence is seen from the connected aspects in the results of online
learning questionnaires can be said to appear like face-to-face classes. Although face-to-face
classes are richer with communication symbols such as non-verbal symbols and vocal symbols
than in online learning that prioritize text-based discussion activities, connected aspects still arise
where learners also show a positive point of view to a sense of community or collaborative
learning in Tuton's learning. The connected aspect is indispensable in social presence to foster a
sense of community thus avoiding the large number of drop-out learners in online learning
(Aydin & Gumus, 2016).

In the second aspect of social presence, namely the learning aspect, learners have a
positive attitude to interact in the Tuton class, such as feeling comfortable interacting with fellow
learners, feeling comfortable participating in discussions, chatting in online media, and even
being encouraged to ask questions. Success in online learning is highly dependent on the
participation of learners in learning activities and interactions that occur between learners (Aydin
& Gumus, 2016). This is what is meant in the learning aspect from the point of view of social
presence. The high level of interaction between learners and forms of social connectedness can
increase learning success and motivation (Aydin & Gumus, 2016).

In addition, forms of learning interaction in social presence such as adequate time for
learning, receiving timely feedback, differences of opinion, openness in opinion, receiving

9
learning assistance from other learners, conformity of the material to scientific needs, and
encouragement of learning desire all have a response. positive from the learner. Good learning
aspects will provide learners to easily achieve learning goals and gain meaningful learning
experiences (Garnisson, Anderson, & Archer, 2000; Rovai, 2002; Akcaoglu & Lee, 2016).

The last aspect of social presence is the social aspect. This aspect arises because it is
related to the social presence theory that appears in real life, that visible presence is due to an
interpersonal effect between two speakers in an organized setting when using 4 different types of
communication media, namely audio, video, telephone, and face-to-face meetings. face where all
media are able to bring not only verbal but also non-verbal communication which is expressed
with visuals and symbols that carry socio-emotional information (Short, Wiliams & Christie,
1976).

The more media used, the better the level of communication. This is interpreted in the
social aspect of online learning; whether the learner is able to capture a different impression from
other Tuton participants even though the communication media used is only text-based. The
results of this item get a positive response and indicate that good communication is not always
with the diversity of media produced but the learner's ability to project "real" conditions while
communicating in online learning (Garnisson, Anderson, & Archer, 2010; Kreijns, Acker,
Vermeulen. , & Buuren, 2014). It can be concluded that online learning that has been carried out
is able to present social relationships between one learner and another even with communication
media in discussion forums and other text-based features.

10
 CONCLUSION

Social presence in online learning is strongly associated with one of the elements for
achieving meaningful learning success. In addition, social presence in online learning is
considered very important to avoid large drop out among students due to the learning
environment which is dominated by text-based models and the lack of symbols of non-verbal
communication and socio-emotional information such as in face-to-face classes. From the
research that has been done, social relationships can be presented in online classroom learning
through the point of view of learners who have experienced this learning. Social presence is seen
from 3 aspects, namely aspects of connection, aspects of learning, and social aspects.

What can be presented from the aspect of connectedness is the existence of good
interaction between learners, having the same expectations of learning outcomes, mutual trust,
caring, a sense of kinship, a sense of cooperation, and no sense of alienation in discussion
activities. Regarding aspects of learning in social presence, learners feel a sense of comfort to
interact with fellow learners, feel encouraged to ask questions, good learning interactions, feel
they have sufficient learning time, receive timely feedback, differences of opinion, openness in
opinion, get learning assistance from other learners, material conformity with scientific needs,
and encouragement of learning desires. Meanwhile, the social aspect that arises during online
learning is that learners are able to capture a different impression from other online learning
participants even though only with discussion forum communication media and other text-based
features.
 

11
 REFERENCES

Akcaoglu, M & Lee, E. (2016). Increasing Social Presence in Online Learning Through Small
Group Discussions. International Review of Research in Open and Distributed Learning.
(17), (3).
Aydin, I. E & Gumus, S. (2016). Sense of Clasroom Community and Team Development
Process In Online Learning. Turkish Online Journal of Distance Education (TOJDE),
(17), (1), (5), 60-77.
Denoyelles, A., Zydney, J.M., Chen, B. (2014). Strategies for Creating A Community of Inquiry
Through Online Asynchronous Discussions. MERLOT Journal of Online Learning and
Teaching. 10, 1, 153-165.
Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based
Environment: Computer Conferencing in Higher Education. The Internet and Higher
Education, 2(2-3): 87105.
Garrison, D.R., Anderson, T., & Archer, W. (2010). The First Decade of The Community of
Inquiry Framework: A Retrospective. Internet and Higher Education , 13, 5-9.
Gibbs, G. (1995). Assessing Student Centred Courses. Oxford: Oxford Centre for Staff Learning
and Development.
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, 8-25.
Hussein, R. Aditiawarman, U., & Mohamed, N. (2007). E-learning Acceptance In A Developing
Country: A Case of The Indonesian Open University. Dipresentasikan dalam konferensi
German e-Science, Baden, Germany, May2–4, 2007.
Kosasih, L., Iqbal, M. 2013. E-learning Dengan Menggunakan COI Framework. ComTEch (4),
(2), 856-866.
Kreijns, K., Acker, F.V., Vermeulen, M., Buuren, H.V. (2014). Community of Inquiry: Social
Presence Revisited. E-learning and Digital Media, (11), (1), 5-18.
Rovai, A.P. (2002). Development of An Instrument To Measure Classroom Community. The
Internet and Higher Education, (5), 197-211.
Scollins-Mantha, B. (2008). Cultivating social presence in the online learning classroom: A
literature review with recommendations for practice. International Journal of
Instructional Technology and Distance Learning, 5(3), 1-15.
Short, J., Wiliams, E., & Christie, B. (1976). The Social Psychology of Telecommunications.
London: John Wiley & Sons.
Swan, K & Shih, L. F. (2005). On The Nature and Development of Social Presence in Online
Course Discussions. Journal or Asynchronous Learning Networks, 9(3), 115-136.
Tantri, N.R. (2018). How Far Do We Utilize The E-Learning Platform To Achieve 21st Century
Skills in Teaching and Learning Process in School Context? A Conceptual Review.
Diperesentasikan dalam English Teacher’s Best Practices, Universitas Negeri Surabaya.
Zydney, J.M. Denoyelles, A., & Seo, K. (2012). Creating A Community of Inquiry in Online
Environments: An Explorator Study on The Effect of Protocols on Interactions With
Asynchronous Discussions. Computers & Education, 58, 1, 77-87.

12