caa a22 4500 445829362 CHVBK 20180317145309.0 cr unu---uuuuu 170323e20111201xx s 000 0 eng 10.1007/s10639-010-9135-7 doi (NATIONALLICENCE)springer-10.1007/s10639-010-9135-7 Measuring perceived social presence in distributed learning groups [Elektronische Daten] [Karel Kreijns, Paul Kirschner, Wim Jochems, Hans van Buuren] Social presence—the degree to which ‘the other' in a communication appears to be a ‘real' person—has captured the attention of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction. This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful as a measure for social presence. Springer Science+Business Media, LLC, 2010 Social presence nationallicence Social presence scale nationallicence Sociability nationallicence Social affordances nationallicence Kreijns Karel Open Universiteit Nederland, Ruud de Moor Center for Teacher Professionalization, P.O. Box2960, 6401, Heerlen, DL, The Netherlands aut Kirschner Paul Open Universiteit Nederland, Center for Learning Sciences and Technologies, P.O. Box2960, 6401, Heerlen, DL, The Netherlands aut Jochems Wim Eindhoven School of Education, P.O. Box513, 5600, Eindhoven, MB, The Netherlands aut van Buuren Hans Open Universiteit Nederland, School of Psychology, P.O. Box2960, 6401, Heerlen, DL, The Netherlands aut Education and Information Technologies Springer US; http://www.springer-ny.com 16/4(2011-12-01), 365-381 1360-2357 16:4<365 2011 16 10639 https://doi.org/10.1007/s10639-010-9135-7 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10639-010-9135-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Kreijns Karel Open Universiteit Nederland, Ruud de Moor Center for Teacher Professionalization, P.O. Box2960, 6401, Heerlen, DL, The Netherlands aut NATIONALLICENCE 700 1- Kirschner Paul Open Universiteit Nederland, Center for Learning Sciences and Technologies, P.O. Box2960, 6401, Heerlen, DL, The Netherlands aut NATIONALLICENCE 700 1- Jochems Wim Eindhoven School of Education, P.O. Box513, 5600, Eindhoven, MB, The Netherlands aut NATIONALLICENCE 700 1- van Buuren Hans Open Universiteit Nederland, School of Psychology, P.O. Box2960, 6401, Heerlen, DL, The Netherlands aut NATIONALLICENCE 773 0- Education and Information Technologies Springer US; http://www.springer-ny.com 16/4(2011-12-01), 365-381 1360-2357 16:4<365 2011 16 10639 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer