Contribution: This work contributes to computer-supported collaborative learning (CSCL) offering support to the teaching presence among the enormous volume of interactions to provide a more active classroom posture in online environments. Background: Tracking interactions on collaborative learning environments (CLEs) with an increasing number of collaborative tools, offering real-time support for students, is one of the most intense and exhaustive challenges online teachers face. In this work context, social presence indicates a level of awareness of the other in the CLE, and it is necessary to improve and promote online social interactions. Research Questions: Aiming to answer the research question if the support of the teaching presence through Amadeus-SIMM helps to promote the learners’ social presence in a distance learning course, an experiment was conducted through a Python Programming distance course with Computer Science and Electrical Engineering learners. Methodology: The research methods adopted were a survey and the reports generated by Amadeus-SIMM. The statistical models used were the difference between means calculated in two moments on the same sample and the chi-square test with two criteria. Findings: The conclusion is that the significant differences in six of the eight survey-independent questions related to the dependent question indicate an increase in learners’ perception of social presence. The statistical analysis verified that the difference between the sample means in the two measurements of social behavior visibility, engagement, information intermediation, and prestige is statistically significant to confirm that Amadeus-SIMM supports teachers in promoting learners’ social presence.