Explaining social presence and the quality of online learning with the SIPS model

Joshua Weidlich, Theo Bastiaens

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    The concept of Social Presence is often cited by researchers trying to understand the mechanisms governing beneficial learning climates and interpersonal connections among online learners. However, convoluted definitions and problematic measurements of social presence have made it difficult to understand how exactly social presence and related social variables come to be, hindering the investigation of reliable design recommendations. This study attempts to advance the SIPS (Sociability, Social Interaction, Social Presence, Social Space) model. It shows how these variables are related to each other and to relevant outcome variables like satisfaction. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to assess the predictive capabilities of the model regarding the outcome variables. Results support the notion that a sociable learning environment fosters social interaction, leading to social presence and the emergence of a sound social space, in turn explaining the quality of the learning experience. Social presence, when measured in a non-convoluted way, has no effect on satisfaction Explaining social presence and the quality of online learning with the SIPS model (PDF Download Available). Available from: https://www.researchgate.net/publication/314271998_Explaining_social_presence_and_the_quality_of_online_learning_with_the_SIPS_model [accessed Jan 21 2018].
    Original languageEnglish
    Pages (from-to)479-487
    JournalComputers in Human Behavior
    Publication statusPublished - Jul 2017



    • Social presence

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