The adult learner has experienced a massive change in learning options. From a traditional face-to-face classroom with the professor imparting knowledge to a mobile digital learning venue that encourages self-direction and transformative learning, the student is the focus and the professor becomes the facilitator. Adult learners seek out learning options that are meaningful and convenient and that utilize technology. Social presence helps to facilitate learning by enhancing connectedness with peers and the instructor. Our tech-savvy, 21st-century adult students have virtually connected to one another via many of the social networking options available. Social connection has permeated every avenue of today's society, including learning institutions. As technology advances and students demand more accessible methods of learning, using existing and familiar platforms for academic discourse is a natural occurrence. The purpose of this study is to find out if using the dialogue options of blogs, Facebook, and wikis might predict levels of social presence among learners while controlling for demographic and academic experience variables. A hierarchical multiple regression analysis was used to determine if there was a statistically significant relationship between the dialogue options and levels of social presence. Of the three models, the introduction of the dialogue options into Model 3 was found to be significant and explained 21% of the variance, an overall increase of 13.9%. Further analysis of the standardized coefficients revealed that wikis made the most significant contribution; however, the contribution was negative and indicated that as students worked on wikis, levels of social presence declined. There was a positive relationship with Facebook, and Facebook explained 6% of the variance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]