The Effect of Social Presence on the Online Learning Experiences of Full-Time Masters Students during the COVID-19 Pandemic

Sang Sang

doi:10.54097/e22jqf32

Authors

Sang Sang

DOI:

https://doi.org/10.54097/e22jqf32

Keywords:

Online Learning, Synchronous Learning, Asynchronous Learning, Social Presence, COVID-19

Abstract

The COVID-19 pandemic evoked significant challenges for universities worldwide. Due to government restrictions during this period (2020-2021), the majority of university programmes were forced to rapidly change from traditional classroom teaching to online teaching. Effective online learning is, however, dependent on social presence; being one of the most important determinants of successful online learning regardless of discipline. This research aimed to identify and explore the role of social presence in both asynchronous and synchronous classes, and how social presence affects students’ online learning experiences. Further, this study aimed to provide recommendations for teachers wanting to improve the social presence in online classes. A qualitative survey and semi-structured interviews were conducted to better understand students’ online learning experiences. Results showed that social presence strengthens students’ experiences of belonging in the online learning community, as well as improves the students’ sense of engagement with their education. In turn, social presence reduced loneliness and promoted satisfaction. Social presence also helped students improve their academic comprehension and motivation when attending online courses during the COVID-19 pandemic. This study presents several suggestions from participants, such as turning on the camera during synchronous classes, and limiting the number of group members. Combined, these suggestions can help instructors design effective online courses. The study concludes by providing suggestions for future research that may enhance social presence in online learning communities.

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References

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