Social presence is a key element in collaborative/cooperative learning. In online learning environments, it is challenging to measure the current state of social presence. This work aims to identify measures of social presence.

We manually coded 3546 students' postings (n = 49 students). We selected measures from social network analysis and indices derived from log data as potential indicators. We conducted an exploratory path analysis to define which indicators appropriately describe social presence.

The size of the individual egocentric student's network (path coefficient = −0.56**) and constraint (path coefficient = −0.51**), as well as the number of forums in which students were active (path coefficient = 0.49**) and the number of solved learning activities (path coefficient = −0.59**) were indicators of the level of social presence.

We were able to identify four indicators for social presence in online-based courses readily available within routine data from learning management systems. We will focus now on how social presence in an ongoing course develops.

社交临场感是协作/合作学习的关键要素。在在线学习环境中，衡量社交存在的当前状态具有挑战性。这项工作旨在确定社会存在的措施。

我们手动编码了 3546 名学生的帖子（n  = 49 名学生）。我们从社交网络分析中选择指标和从日志数据中得出的指标作为潜在指标。我们进行了探索性路径分析，以确定哪些指标可以恰当地描述社会存在。

个人以自我为中心的学生网络的规模（路径系数 = -0.56**）和约束（路径系数 = -0.51**），以及学生活跃的论坛数量（路径系数 = 0.49**）和解决的学习活动的数量（路径系数 = -0.59**）是社会存在水平的指标。

我们能够在学习管理系统的常规数据中轻松获得在线课程中的社交存在感的四个指标。我们现在将重点关注正在进行的课程中的社交存在是如何发展的。