University of South Florida (USF) M3 Publishing
Abstract
The online learning environment does not inherently offer opportunities for learners to experience the benefits of enhanced social presence. The lack of social presence can negatively impact students, the primary group of stakeholders that influence institutional success. On the contrary, research on the Community of Inquiry model, specific to social presence, has been shown to pay positive dividends. There has been an increase in online course offerings; therefore, an intentional push toward elevating the online learning experience is worthy of consideration. Virtual learning environments, if not deliberately cultivated, may be void of authentic relationships and opportunities to connect. In the current paper, the authors hope to address a need for ongoing discussions on the topic of ways to support the quickly growing constituency of online students who want or perhaps need the flexibility of a virtual learning space yet still desire to experience the relational side of learning they most likely experienced previously. Traditional, on-campus learning environments organically foster opportunities for social presence to flourish; however, higher education institutions must intentionally implement such opportunities for online learners. Two program directors will share best practices for consideration at the planning and implementation phases so that the tenets of social presence are felt at the instructor and student levels. The authors suggest espousing social presence coupled with the adoption of cohort model learning, effective communication conventions, and compassionate teaching to enhance each learner’s overall educational experience. When simple strategies such as those mentioned in this paper are put into action, the organization and the participants can thrive.
DOI
https://www.doi.org/10.5038/9781955833127
Recommended Citation
Doyle, L. B., & Tarbutton, T. M. (2024). Elevating the online learners’ experience by cultivating social presence in the online learning environment. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 5, pp. 1–8). USF M3 Publishing. https://www.doi.org/10.5038/9781955833127
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