Online learning has been put into practiced since long time ago by academia around the world, however it is not the main mode of education that chosen by most of the peoplesuch as happened in the Covid-19 pandemic nowadays. This has several realconsequences due to thelack of readiness of all parties to conduct a fully onlinelearning such as student’s low motivation to learn, high stress levels, and eventually may lead to drop-out. One of the reasons is the lack of social interaction (social presence) in online learning. If e-learning is not designed properly, it may cause tendency to be a one-way learning, minimal student participation, and dif iculty evaluating student achievement of the material being taught. Several previous studies suggested that one approach that could be taken to increase social presence in e-learning is to divide students into small group discussions. This study aims to systematically analyze the ef ectiveness of implementing small group discussions to increase social presence and its impact on student satisfaction in a synchronous learning. This research is involving 92 students in Information Systems Design and Analysis course who are for one semester are divided into small groups. Thus, every learning session they will discuss with the group in a breakout room to answer the exercise given. The data were then analyzed using a Structural Equation Modelling - Partial Least Square (SEM-PLS) Analysis approach using SmartPLS. The results of this study will help educational institutions to design and implement ef ective e-learning strategy that can increase the social presence so that student satisfaction can beimproved.

Online learning, Education, Social Interaction

• Diana, S.Kom., M.Sc., PSM I, CDAP, CISA.

• Mahaning Indrawaty Wijaya, S.M.B., M.Comm., CDAP, ITIL, CDVP

• Suzanna, S.Kom., M.MT, CDMS