I. Statement of the Problem
Synchronous computer-mediated learning environments offer learners and instructors multiple
communication channels in which the main instructional presentation, as well as parallel (or
back channel) dialogue, can occur. However, the effect of the competing back channel
communication on the learners' perceptions of social presence is unknown.

II. Purpose Statement
The purpose of this research is to examine the effect of parallel back channel communication on
learners' perception of social presence within a synchronous computer-mediated learning
environment.

IV. Nature and Design of the Project
Research Questions: What effect does the parallel communication channel have on the learners'
perceptions of social presence within the learning environment? Does the back channel

discourse make the learners feel more or less connected to what is occurring in the main
communication channel? Do the back channel conversations tend to be supportive of what is
occurring in the main channel? If not, should an instructor consider an unstructured and
unfacilitated back channel conversation a distraction that should be discouraged? Or, should the
back channel be used as a tool to gauge and foster the learners\u2019 presence with the main channel
communication?

Conduct a content analysis of the text chat transcripts from from three synchronous computer-
mediated class sessions, including (1) the first class session, (2) during the midpoint of the term,
(3) the last class session. Analyze the content of the transcripts to measure the degree of learner
social presence during each of the class session. Evaluate and compare differences in
communication among learners, as well as differences over time.

Following each of the noted class sessions, survey all learners to assess perceptions of social
presence in computer-mediated classroom, based on survey format used by So and Brush
(2008).

De Wever, B., Schellens, T., Valcke, M., & Keer, H. V. (2006). Content analysis schemes to analyze
transcripts of online asynchronous discussion groups: A review. Computers & Education,46(1),
6-28. doi: 10.1016/j.compedu.2005.04.005.

Garrison, D. R., & Arbaugh, J. (2007). Researching the community of inquiry framework: Review,
issues, and future directions. Internet & Higher Education,10(3), 157-172. doi: Article.
Gunawardena, C. N. (1995). Social Presence Theory and Implications for Interaction and Collaborative