This paper argues that the emotional state of students' contributions need to be addressed in an online learning community. If feelings of fear, anger or isolation can lead to withdrawal or conflict then the potential for learning is reduced and a facilitator of an online course needs to manage these emotions at an early stage. Therefore, a validated method of assessment of emotional state is required. A method of assessing social presence--which includes emotional aspects--is tested through replication, amended and validated. The process refers to current literature around the nature of online facilitation and concludes with suggestions for monitoring the development of groups' social presence in this medium. (Contains 1 table and 3 figures.)