Abstract: While online learning has become a pivotal component of higher education, little research attention has been paid to understanding and dealing with the challenges of online learning. In this study, we aim to better understand the impact of communication technology on online learning in terms of telepresence and social presence, noting in particular that telepresence is unique to online learning environments and absent in face-to-face settings. This study proposes a research model to explore how interactive communication technology can drive telepresence and social presence and how those presences are associated with engagement and satisfaction in online learning. Data were collected from online business analytics courses in which interactive communication technology was required for class communication and collaboration. Results show that telepresence and social presence, driven by interactive communication technology, significantly impact engagement and satisfaction in online learning, and the effects of telepresence are fully mediated by social presence. The study also reveals that gender moderates the relationship between telepresence and social presence. These findings contribute to the literature by identifying telepresence and social presence as key factors for improving online learning experiences and outcomes.

Keywords: Telepresence, Social presence, Online learning, Gender disparities

Download This Article: JISE2026v37n1pp133-150.pdf

Recommended Citation: Park, C., & Kim, D.-G. (2026). Investigating Effects of Telepresence and Social Presence in Online Courses. Journal of Information Systems Education, 37(1), 133-150. https://doi.org/10.62273/UNZR9442