International Journal of Recent Innovations in Academic Research Open Access, Peer Reviewed, Abstracted and Indexed Journal E-ISSN: 2635-3040; P-ISSN: 2659-1561 Homepage: https://www.ijriar.com/ Volume-7, Issue-5, May-2023: 24-30 24 Research Article Asynchronous Connection: Exploring the Impact of Social Presence, Motivation, and Satisfaction Aloha S. Balbuena, LPT a , Mary Grace M. Bautista b and Florentino G. Pineda, Jr., LPT, Ph.D c . a&b Independent Researcher from Philippines c Bulacan State University, Philippines (https://orcid.org/0009-0003-3023-8458) a Email: balbuenaaloha@gmail.com; b Email: marygracebautista1114@gmail.com; c Email: florentinopineda1@gmail.com Received: May 05, 2023 Accepted: May 19, 2023 Published: May 26, 2023 Abstract: This paper explores the perceived social presence, community cohesion, instructor investment, and motivation among Grade 10 students in asynchronous learning using computer- mediated communication (CMC) applications. The study reveals that the majority of students prefer using Facebook Messenger for communication, perceiving a sense of social presence and community cohesion despite the absence of face-to-face interaction. The use of CMC applications positively affects students' comfort level in interacting with their peers, and they appreciate the delayed response time for reflection. Students also perceive a commitment from their instructors to build an active learning community in asynchronous CMC. Moreover, students recognize the collective knowledge and experience among their classmates, which positively influences their motivation for asynchronous learning. These findings emphasize the effectiveness of CMC applications, particularly Facebook Messenger, in facilitating communication and social presence, enhancing the learning experience in asynchronous settings. Based on the findings, recommendations are provided to leverage Facebook Messenger or other accessible CMC applications for effective communication. Educators are encouraged to promote interaction intensity, foster community cohesion, facilitate clear communication, and leverage collective knowledge and experience to enhance the learning environment. These recommendations aim to enhance social presence, engagement, and motivation among students in asynchronous learning contexts. Keywords: Computer-Mediated Communication (CMC), social presence, motivation, cohesion. Introduction Social interaction is a basic human need that influences language learning and communication. Advancements in technology have brought about a paradigm shift from in-person to online communication platforms, highlighting the importance of social interaction in virtual environments. The COVID-19 pandemic has led to the rapid adoption of distance learning, modular instruction, and online classes. Computer-Mediated Communication (CMC) has become a substantial aspect of learning at a distance, with social presence being a crucial component in enhancing the perception of others as “being there” in mediated learning environments. Social interactions are often described by one’s perceptions of the presence of others in online settings. Asynchronous text-based CMC such as pure modular learning, have been criticized for their lack of support for social presence, leaving learners feeling isolated and affecting their sense of belonging and acceptance in a group. The physical separation between teacher and learners can lead to a “transactional distance” creating a sense of threat, anger, gaps in understanding, or misconceptions of the learners about themselves and about the learning process.