AI-Augmented Asynchronous Courses and Instructor Social Presence in Higher Education

This literature review examines how AI-augmented tools have the ability to reshape instructor social presence in asynchronous higher education courses. Grounded in the Community of Inquiry framework, we distinguish instructor social presence (as a student perception) from the teaching presence practices through which it is typically enacted. We synthesize evidence on traditional presence-building strategies (e.g., video-based feedback) and emerging AI applications, including generative AI for drafting course communications, LLM-based chatbots for student support, AI-enabled feedback systems, and adaptive learning platforms. We argue that AI’s influence on instructor social presence is indirect and conditional. It may enhance visibility and responsiveness, but also introduces risks to authenticity, trust, and relational warmth when communication becomes opaque or generic. We conclude with ethical considerations and design-aligned guidance for human-in-the-loop implementation.