This article seeks to understand the social presence of an online learning environment supported by Moodle platform. This concept started in 1995 by Gunawardena who explains the extent to which people perceive real form in a computer-mediated learning (CMC). Therefore, we tried to describe the interactions given by the tutors and students in collaborative forums Moodle virtual classroom, in addition to review communication strategies, the relationships established and motivation for learning. This approach was developed from the studies by Rourke, Anderson, Garrison & Archer (2001), Tu & McIsaac (2002), Espinoza, et al. (2008). This work was developed from survey and observation as research instruments. The results highlight the importance of affective and interactive strategies for the development of social presence on the course. From these strategies it is identified personal identity, the greetings of welcome, participation and motivation among the members of collaborative groups and the tutor. These strategies help to establish bonds of friendship and cooperation between them but they are not favorable to intimacy and closeness among participants. Finally, this study was conducted at the National Open University at Distance, UNAD - Colombia, in qualitative research online course during the first academic term in 2010.
keywords:
social presence, constructivism, interaction, collaborative learning
