Context/Problem:

As educators teaching online classes, the authors have struggled with ways to improve student participation and learning. Research shows the importance of the student-teacher and student-student connection in both traditional and online classrooms (Swan, 2002). Despite our advances with computer-mediated communication, "many computer-based educational offerings provide poor learning opportunities (Swan, 2002, p. 24) with discussion-based curriculum. Given that students' perceived learning is positively correlated with the amount of discussion, it is important to provide a social environment that encourages and rewards the student's social presence. To this end, Janicki & Liegle (2001) synthesized research on the topic and developed a top 10 list for online instruction: Instructors serving as facilitators, variety of presentation styles, multiple exercises, hands-on problems, learner control of pacing, frequent testing, clear feedback, consistent layout, clear navigation and readily available help.

Approach:

This proposal presents William Schutz's (1958, 1984) FIRO theory of interpersonal needs as a possible framework for helping students develop their social presence in online educational discussions. Although developed as an explanation for an individual's motives, educators might consider extrapolating its ideas and applying them to their online discussions. Nether of the authors have had an opportunity to experiment with this framework yet, but will be doing so in future online courses. This project is intended as a way to put this idea to the pubic for discussion. Schutz Fundamental Interpersonal Orientation Theory (FIRO) suggests that all humans possess three needs: Inclusion, control, and affection. Inclusion refers to our drive to be a part of something and to feel a sense of acceptance from others, to feel significant. Control refers to our position, or status in relation to others, how much influence we have over the course of action, a feeling of competence. The need for affection refers to our desire for rewarding relationships--how close or far we feel in relation to others. Schutz later refers to "affection" as the dimension of "openness" (Griffin 2011), and defines it as an emotional condition that results in a feeling of "lovability. "

Results:

It is our position that by designing online learning environments, most directly discussion-based forums, that incorporate a structure to support these three needs, students' online social presence can be enhanced. The authors will provide ideas for meeting the needs purported by Schutz in an online environment. The end result for the student will be not only the perception of learning, but improved learning. The intent is to stimulate discussion about its usefulness and applicability in an online learning environment.

Griffin E., (n.d. ). FIRO Theory of Needs. Chapter 9. A first look at communication theory. Retrieved from http://www.afirstlook.com/edition_7/theory_list

Janicki, T. & Liegle, J. O. (2001). Development and evaluation of a framework for creating web-based learning modules: A pedagogical and systems approach. Journal of Asynchronous Learning Networks, 5.

Schutz, W. (1958). FIRO: A three dimensional theory of interpersonal Behavior. NY: Holt, Rinehart and Winston.

Schutz, W. (1984). The truth option. Ten Speed Press, CA: Berkley.

Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23-49. doi:10.1080/146363102200000501 6.