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Purpose – Due to rapid increases in theoretical progress, the paper investigated user perceptions toward tele-presence systems with possible and antecedent motivations that affect attitude and intention to use. The paper aims to discuss these issues. Design/methodology/approach – The paper conducted an internet survey. Responses from 1,620 participants were collected and investigated to identify motivations and possible factors. Findings – The results demonstrate that attitude has the most powerful effect on intention to use. In addition, social presence and perceived usefulness have significant effects on the intention to use. The results also demonstrate the crucial roles of perceived adaptivity and system quality on attitude. The factors examined in the study may be core features of user acceptance toward tele-presence systems with significant implications for improving and creating better and friendlier tele-presence systems for users. Originality/value – This paper is of value to researchers designing and improving tele-operation and tele-presence services in the society. [ABSTRACT FROM AUTHOR]

Research has examined how the concept of social presence that has been previously studied in face to face classrooms as well as in other learning venues applies to asynchronous online distance learning. While some have argued that asynchronous text-based communication is lacking, many of the social cues needed to develop social presence, others indicate that students can perceive social presence in this medium and that the quantity of perceived social presence can be impacted by the actions of the course designers, instructors, and students. This review of the current literature is related to social presence in computer-mediated asynchronous distance learning environments. Social presence as it applies to the distance learning context, the role of social presence in distance learning environments, and course attributes that can lead to an increased perception of social presence by the students in these environments are discussed. [ABSTRACT FROM AUTHOR]

The benefits of online collaborative learning are compelling but are not without problems. This paper discusses some of the problems students have with collaboration and how social presence helps. Some specific student objections to group collaboration are detailed as are the concepts of unequal student abilities, free-riders, and grading concepts. This paper also discusses why assessing both the individual and the group in collaborative group work is important. [ABSTRACT FROM AUTHOR]