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Online learning provides a variety of benefits to the educational experience, including accessibility and flexibility, but is often limited in terms of peer-to-peer interactions and relationship development. Using media richness theory as a guiding framework, this study extended prior research to determine the impact of using richer channels in a fast-friendship task on feelings of co-presence and social connection among undergraduate students in online courses. Participants ( N  = 106) were assigned to one of three conditions (text, phone or video) for the fast-friendship task, which took place over the course of nine weeks. The results revealed that there was no indirect effect of channel richness on social connection through co-presence. Additionally, the direct effects of channel richness on co-presence and co-presence on social connection were not significant. These null findings have theoretical and practical implications for understanding media richness in online learning and improving course design among contemporary college students.

Promoting peer connection in online courses: exploring the effect of media richness on presence and social connection