# data[].attributes.body
I think this will be my final question:
How do MS students collaborate online vs how they collaborate in face-to-face classes?

# data[].attributes.body
I am interested in learning the differences in gender as it relates to online learning.

Refined:
I continue to be interested about differences in gender in the online classroom. I would like to know more about how to accommodate students based on research related to gender and social presence in online  environments.

Refined again:
How do students perceive social presence in the classroom based on gender?

REFINED AGAIN!!
How do teachers address the differences in perception of social presence as perceived by male and female students who are enrolled in graduate level online classes to promote a positive experience for all students?

# data[].attributes.body
I'm curious about how to quantify social presence in K-12 environments and what the implications might be for us as instructional designers and teachers.

Refined:
I unintentionally found two articles that questioned the connection between social presence and student success, which is extremely intriguing to me. I think I'm shocked because I just assumed that social presence would be clearly connected to student success without ever questioning how that would work in online environments where there is no student interaction. I am still intrigued by how these things translate to K-12 environments since a great deal of the body of work is geared towards higher education contexts.

RQ: How do intrinsic factors influence social presence in K-12 students’ online experiences?

# data[].attributes.body
I'm curious about social presence in relation to the age of the student and the importance of social presence for different subjects.  Are there subjects that require more social presence than others? And/or is it up to the age of the student and type of learner they are that matters?
Refined:
Student success and satisfaction in elementary and middle school online and blended classrooms and social presence.

RQ: How can instructors promote social presence to increase student satisfaction in online classrooms for elementary and middle school learners?

# data[].attributes.body
I’m curious about social presence and learning mathematics. I sometimes use Facebook to post some tricky math problems. I found that there were many people were interested in posting their answers. We actually had a good time in arguing why our answer was right.

After reading several articles, I found an article suggested the Presence+Experience (P+E) framework to design of Science, Technology, Engineering, and
Mathematics (STEM) method courses for eLearning delivery.

My final RQ:

How does social presence promote mathematical learning for high school online learners as measured by academic success shown on the result of the unit test?

# data[].attributes.body
I had the same question as Katie. I wonder why there are so many varied results. It is hard to buy in to the results of a survey when there are so many contradictions. It seems for a study to really be verified and believable that the pool of people in the study should be a lot and they should be varied with a wide background. Many times it seems that the results are true, but only in that special setting.

Refined: (I'm not certain if my first statement is researchable) As an elementary school teacher, I'm curious about the social presence in younger children. Many of the studies are from college aged and older. Is social presence more difficult to maintain when the children are younger?

OR

How do you best show intimacy and immediacy in a virtual environment?

Refined x3:
How does the instructor-to-learner (teacher presence) strategies,  in a higher education online learning environment, effect the student satisfaction in a course.

# data[].attributes.body
I am interested in the connection between motivation/engagement and social presence. I am also interested in best practices to develop social presence. I feel as an elementary teacher that teachers who work to foster positive relationships with students in turn have students who are more motivated and engaged. I am wondering if online this translates to professors that create better social presence in their online courses, have students that are more engaged/motivated or a lower attrition rate maybe? I also would like to research best practices though. Not sure which one I'll focus on yet.

# data[].attributes.body
There seems to be contradictory results between studies.  I'm also curious if students are really effected by social presence between each other.  It seems through the articles I read that  they are more interested in their relationship with the instructor and being successful with their work

Refined:
As I look into more articles it seems that social presence can be deeper than ice breaker activities and quick responses to their peers. I'm curious as to how an instructor can go about encouraging  collaboration that goes deeper than a one or two response.  And tying this into my original response how this effects students being more interested social presence than just
getting the project done.

# data[].attributes.body
Like several others have noted, I have become curious to learn more about any differences in how males and females view social presence. I think it was Julia who first mentioned it in one of our meetings.   I am also curious to know if there is a "right" amount of social presence. There can be too little and there can be too much,  so is there an amount that is "just right"?

Refined: Both of the articles I read this week interested me, so I am  really not sure where exactly I should focus: group size in terms of social presence, the relationship between social presence and academic achievement (learner outcomes) or something else.

Revised: How does social presence in an online class affect high school students’ achievement, as measured by final course grades?

Or

What is the relationship between a high school student’s perceived sense social presence in an online class and student achievement as measured by final course grades?

# data[].attributes.body
Final? RQ:
How do teachers implement elements of social presence that are developmentally appropriate for 4th grade students in a blended learning environment?Prior to reading this article, I was curious about how and why various research studies end up with varying results. What factors could be impacting this?

Refined: While this question is still at the top of my list, due to the varying results of the research I have reviewed, I am not sure there is a great deal of research to explain this, because I think if there was a solution, it would not be a problem. As a 4th grade teacher, I tried to focus on finding research specifically for younger grades, but did not yield a great deal of resources. I will continue to look into this, as I want to be sure I am researching something that will positively impact my teaching in the elementary blended learning environment. I continue to be interested in effective strategies to develop and foster social presence in my classroom, which is primarily face to face. I want to find appropriate and meaningful opportunities for online interactions and discussions, even though they could potentially have similar interactions in my classroom.

# data[].attributes.body
I am also interested to know if there are any differences social presence perception based on gender.

# data[].attributes.headline
Here are your statements from our Mod 1. Use them to help you focus your revised Curiosity statements here

# data[].attributes.subject
Here are your statements from our Mod 1. Use them to help you focus your revised Curiosity statements here

# data[].attributes.body
After skimming through some of the articles that others found, I am very curious about the difference between males and females with social presence.  I wonder how they view online education and personal connections based on gender.

Refined: Enrollment numbers for online classes based on gender and how they view social presence.

FINAL RQ: How does social presence for online courses based on gender differ?

# data[].attributes.body
I am curious about how males and females view social presence and online connection differently.

Refined:  I am still interested in how gender effects social presence but I was also intrigued by one of my articles about success in online math classes.  So not sure exactly where I will go.

FINAL RQ:

How can online courses be designed to increase the retention rates of undergraduate female students?