Person-to-person interactions in online classroom settings under the impact of COVID-19: a social presence theory perspective
The COVID-19 pandemic has compelled universities and higher education institutions to largely adopt online teaching to avoid face-to-face interactions. Instructors and students teach and learn through computers, laptops, and mobile phones with Internet connections. This qualitative study conducted i...
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| Published in | Asia Pacific education review Vol. 22; no. 3; pp. 371 - 383 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Netherlands
01.09.2021
Springer Springer Nature B.V 교육연구소 |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1598-1037 1876-407X |
| DOI | 10.1007/s12564-021-09673-1 |
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| Abstract | The COVID-19 pandemic has compelled universities and higher education institutions to largely adopt online teaching to avoid face-to-face interactions. Instructors and students teach and learn through computers, laptops, and mobile phones with Internet connections. This qualitative study conducted in-depth interviews with 17 university students and 7 instructors. It found that student-to-instructor and student-to-student interactions cannot fully establish cognitive social presence and affective social presence. It then provided recommendations including encouragement, incentives, breakout rooms, and engagement techniques. |
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| AbstractList | The COVID-19 pandemic has compelled universities and higher education institutions to largely adopt online teaching to avoid face-to-face interactions. Instructors and students teach and learn through computers, laptops, and mobile phones with Internet connections. This qualitative study conducted in-depth interviews with 17 university students and 7 instructors. It found that student-to-instructor and student-to-student interactions cannot fully establish cognitive social presence and afective social presence. It then provided recommendations including encouragement, incentives, breakout rooms, and engagement techniques. KCI Citation Count: 0 The COVID-19 pandemic has compelled universities and higher education institutions to largely adopt online teaching to avoid face-to-face interactions. Instructors and students teach and learn through computers, laptops, and mobile phones with Internet connections. This qualitative study conducted in-depth interviews with 17 university students and 7 instructors. It found that student-to-instructor and student-to-student interactions cannot fully establish cognitive social presence and affective social presence. It then provided recommendations including encouragement, incentives, breakout rooms, and engagement techniques. |
| Audience | Higher Education Postsecondary Education |
| Author | Xu, Jing Wut, Tai-ming |
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| Copyright | Education Research Institute, Seoul National University, Seoul, Korea 2021 Education Research Institute, Seoul National University, Seoul, Korea 2021. |
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| Keywords | COVID-19 Social presence theory Online learning Student-to-instructor interactions Student-to-student interactions |
| Language | English |
| License | This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
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