This paper examines the effect of role assignment strategy on undergraduate students' social presence in asynchronous online discussions. Asynchronous online discussion activities were designed and implemented in an educational technology course. In the experimental groups, participants engaged in online discussion activities designed with the role assignment strategy to support social presence using specific roles (starter, moderator, or summarizer) while the control group participants completed the discussion activities without using the role assignment strategy. Results indicated that there was a statistically significant difference between the social presence levels of the experimental group and the control group. Qualitative content analysis of the discussion posts revealed that there were more social presence indicators in the posts of the participants who were assigned roles compared to the ones who did not have roles.

本文研究了角色分配策略对异步在线讨论中本科生社交临场感的影响。异步在线讨论活动是在教育技术课程中设计和实施的。在实验组中，参与者参与使用角色分配策略设计的在线讨论活动，以使用特定角色（启动者、主持人或总结者）支持社交存在，而对照组参与者则在不使用角色分配策略的情况下完成讨论活动。结果表明，实验组与对照组的社会临场感水平存在统计学差异。