Exploring the Relationships between Social and Teaching Presence in Video-based Informal Learning Using Network Analysis

In this study, we explored the relationships between the categories of social presence and teaching presence within theory-oriented and application-oriented sessions of an online course on databases in Bilibili, a popular Chinese video-based social media platform. Teaching presence in video-based learning was analyzed based on the video content, and students' social presence was analyzed based on 3,456 'Danmaku', the synchronized on-screen comments posted by users while watching the teaching video in each episode. Significant differences were observed in the frequencies of co-occurrence among pairs of teaching and social presence categories when comparing theory- and application-oriented sessions, as confirmed through chi-square testing. This study contributes to the theoretical development of understanding the interactions between teaching presence and social presence in video-based online learning, and provides insights for the design of effective video-based online learning resources.