Social Presence in an Online Doctoral Program: Enhancing Engagement

Introduction: The Importance of Social Presence in Online Doctoral Programs Introduction: The Importance of Social Presence in Online Doctoral Programs

Creating a social presence in an online program is an elusive but critical need for online doctoral programs. Social presence refers to the sense of community and connection that learners experience online (deBettencourt et al., 2016). Many studies (Akojie et al., 2019; Breitenbach, 2019; Lee, 2020) have demonstrated that social presence is crucial for enhancing instructional outcomes and the success of online and blended hybrid-delivered doctoral programs. However, the term is sometimes misinterpreted in the literature. Kim et al. (2016) used online surveys with undergraduate students to illustrate disparities in social presence and interactivity among undergraduate students. The term social presence pertains to the recognition of the presence of another communication partner, whereas interactivity refers to individuals' perceptions of engaging with others. According to Kim et al. (2016), open communication and mutual attention are two factors that affect social presence. Rotar (2021) explained that while improvements in technology can improve the implementation of student support, when and how the technology is implemented must also be considered. This paper will address how social presence can be most effective in an online doctoral program.

Overcoming Isolation in One-to-One Online Doctoral Programs

One-to-one online doctoral programs present unique challenges regarding social presence and isolation. In these programs, students may have limited opportunities for interaction with peers and instructors due to the individualized nature of their studies. However, some strategies can be implemented to overcome this isolation and enhance social presence in one-to-one online doctoral programs. One approach is to implement regular check-ins and communication between students and their instructors. This can be done through regular virtual meetings, email correspondence, or online discussions. By establishing and maintaining regular communication channels, students can feel more connected to their instructors and have support and guidance throughout their doctoral journey (Martin & Bolliger, 2018). McDougall (2021) used a combination of online university-level evaluations and online surveys to collect data about online learning experiences. The author found the course lecturer’s regular communication and encouragement critical to student success. In addition, institutions can create virtual communities or forums where students from the same program can connect and engage with one another. These virtual communities can provide a platform for students to share their experiences, exchange ideas, and seek advice from their peers (McDougall, 2021). This interactive engagement fosters a sense of community among learners and significantly enhances instructional outcomes across various delivery methods. The importance of promoting social presence within online and blended hybrid-delivered doctoral programs cannot be overstated (Bright & Calvert, 2023).

Building an Interactive Learning Environment in an Online Doctoral Program

Institutions providing online doctoral programs should prioritize strategies promoting meaningful social interactions and engaging student learning experiences. These strategies should focus on enhancing social presence and providing effective communication channels and support systems (McKeithan et al., 2021). By doing so, institutions can maximize student engagement, minimize attrition rates, improve student satisfaction, enhance learning motivation, and increase student performance. One way to improve social presence in an online one-to-one doctoral program is through live and synchronous online meetings.
These meetings allow students and instructors to connect in real time, fostering community and creating a more interactive learning environment. Through these meetings, students can engage in dynamic discussions, receive immediate feedback on their work, and collaborate with their peers (Vlachopoulos & Makri, 2019). In addition to live sessions, incorporating collaborative activities and group projects into the curriculum can further enhance social engagement and foster a sense of belonging among students. By working together on shared tasks and projects, students can build relationships, exchange ideas, and learn from one another's perspectives. This promotes active participation and encourages critical thinking and problem-solving skills (Muhammad et al., 2023).

Strategies to Enhance Social Presence Online

Various strategies can be implemented to enhance social presence in online doctoral programs. One effective strategy is incorporating social features into the learning platform (Murtonen et al., 2019). In a one-to-one model, the dissertation chair and student must find ways to interact. Implementing strategies that promote social presence and foster community within the online learning environment can help achieve this goal.

According to research, having an online social presence makes it easier for students to connect with teachers and other students. This can lead to higher engagement and happiness in doctoral programs that are partially or fully online (Kraiger et al., 2022). Ensuring students have access to interactive support throughout their program is crucial for success in an online doctoral program. By utilizing platforms like social media, institutions can enhance human presence online while promoting academic work-related relationships among students (Garrad & Page, 2022). Additionally, incorporating social features into the learning platform can aid in addressing the feelings of isolation many students experience online, thereby enhancing a sense of belonging and community.

The Role of Technology in Boosting Social Presence

Technology plays a vital role in enhancing social presence in online doctoral programs. Incorporating technological tools and platforms that promote communication and collaboration among students and instructors is essential. One such tool is video conferencing software, which allows for real-time interaction and face-to-face communication. Video conferencing software like Zoom or Microsoft Teams enables students and instructors to engage in live and synchronous online meetings (Kamiri, 2022).

Meetings in online courses are essential for fostering student engagement, collaboration, and active participation. Incorporating strategies to enhance social presence is crucial in developing quality online learning experiences that enable learners to access content and achieve their desired learning goals meaningfully. These interactions help minimize the physical distance between students and create a sense of community within the virtual classroom environment. A sense of community for online learners refers to the feeling of belonging, connection, and engagement students experience in their online courses. It involves creating an environment where students feel connected to their peers, instructors, and the learning community despite not physically being in the same place or time. This sense of community is important because it can enhance student satisfaction, promote active participation, and promote a positive learning experience in online courses (Trespalacios & Lowenthal, 2019).

Institutions of higher education offering online doctoral programs also recognize the importance of cultivating a strong social presence among doctoral students. Many programs adopt cohort systems with paced learning activities to foster a supportive community where students can interact with one another. This creates an enriching academic environment that promotes peer-to-peer collaboration, knowledge sharing, and networking opportunities (Terrell et al., 2016).

Institutions must establish effective communication channels between faculty members, program administrators, and students to facilitate human presence in the online learning space. Transparent dissemination of program information is vital in helping students successfully navigate their studies (Fabito et al., 2021). Social media platforms can significantly enhance this interaction as they provide avenues for ongoing connections outside of formal course meetings. By leveraging these tools strategically, institutions can promote students and provide personalized support throughout the doctoral journey. The appeal of taking classes online lies in its flexibility and the potential for increased accessibility to education. However, for online doctoral learning to continue to gain interest and attract more students, it is crucial to enhance social presence and create a sense of community in the virtual learning environment.

Measuring the Impact of Social Presence on Online Learning

Measuring the impact of social presence in online learning is essential to evaluating the effectiveness of strategies and interventions. It allows institutions and educators to identify areas for improvement and make informed decisions about instructional design and delivery. One way to measure social presence is through surveys or questionnaires that assess students' perceptions of community and connectedness in the online learning environment (Thoms et al., 2008). These surveys can include questions that gauge students' engagement, satisfaction, and motivation in the program. Additionally, qualitative methods such as interviews or focus groups can provide deeper insights into students' experiences and the role of social presence in their learning journey (Haugland et al., 2022). Furthermore, student performance and achievement can also be used as indicators of the impact of social presence.

There is also a need to develop accurate and effective formative assessment tools for online doctoral students. Effective online formative assessment can nurture students and enrich student commitment with valued learning experiences (Robertson et al., 2019). These tools can provide feedback on students' progress and engagement and opportunities for self-reflection and improvement. Furthermore, instituting regular virtual office hours or open discussion forums can provide additional opportunities for students to engage with instructors and peers, promoting a sense of social presence and community within the online program.

Best Practices for Strengthening Social Presence in Online Doctoral Studies

Implementing effective strategies to enhance social presence in online doctoral programs is crucial for promoting student engagement and success. Research has shown that social presence is one of the most significant factors in improving instructional effectiveness and building community (Breitenbach, 2019).

To further expand on the importance of social presence in online doctoral studies, it is important to note Stacey's (2002) research findings. Stacey's analysis highlighted the significance of establishing a social presence to facilitate effective online interaction and learning. Stacey learned that people can show their social presence through spoken and unspoken cues, and she also studied how people use these cues to make up for the lack of them in computer-mediated communication (CMC). Through high-quality electronic communication, students are more likely to engage with the course material and actively participate in education (Stacey, 2002).

Institutions offering online doctoral programs should take note of these research findings and ensure that students receive the necessary interactive support to complete their programs successfully. This includes effective communication of program information to students. One way to enhance online human presence is by utilizing social media platforms with a well-defined and significant relationship with students' academic work (Lee, 2020).

Several strategies can be implemented to enhance social presence in a one-to-one dissertation model. By incorporating elements from traditional programs into online dissertations, students may experience a stronger sense of community and increased social presence. This could involve regular online check-ins between students and instructors, utilizing video conferencing for interactive discussions, and providing opportunities for collaborative work through virtual communities or group assignments. Additionally, incorporating social media platforms with a well-defined and significant relationship with students' academic work can enhance social presence. Institutions offering online doctoral programs should also prioritize effectively communicating program information to students. By implementing these strategies, institutions can ensure students feel connected to their program, instructors, and peers.

Adopting a traditional model for an online program would involve faculty members serving as instructors and mentors to a smaller group of dissertation students. This approach fosters a cohort system that facilitates paced learning activities, enabling regular interaction and support between students and instructors.

Conclusions

All of the reasons why students leave online programs are still unclear. Willging and Johnson (2019) observed that students cited particular reasons for discontinuing their enrollment in online programs, such as technological difficulties, insufficient human interaction, and communication issues. Still, these have not yet been identified as the primary factors for their withdrawal. Furthermore, these students appeared to abandon their courses after completing two or three modules rather than doing so instantaneously. However, enhancing social presence in online doctoral programs is crucial for promoting student engagement and success. Regular check-ins and communication between students and instructors, the creation of virtual communities, and the use of social media platforms can all contribute to developing a supportive and interactive online learning environment. The flexibility of online doctoral learning is highly appealing, and as a result, the popularity of such programs will continue to grow (Akojie et al., 2019). With this growth, institutions must prioritize enhancing social presence to meet the evolving needs of online doctoral learners. Institutions offering online doctoral programs should continuously explore and implement innovative strategies to strengthen social presence and promote meaningful interactions among students.

References

Akojie, P., Entrekin, F., Bacon, D., & Kanai, T. (2019). Qualitative meta-data analysis: Perceptions and experiences of online doctoral students. American Journal of Qualitative Research, 3(1), 117-135 https://doi.org/10.29333/ajqr/5814.
Robertson, S. N., Humphrey, S. M., & Steele, J. P. (2019). Using technology tools for formative assessments. Journal of Educators Online, 16(2), n2.
Breitenbach, E. (2019, January 1). Evaluating a model to increase doctorate program completion rates: A focus on social connectedness and structure. https://doi.org/10.28945/4239
Bright, S., & Calvert, E. (2023). Educational technology: Barrier or bridge to equitable access to advanced learning opportunities? Gifted Child Today, 46(3), 187-200. https://doi.org/10.1177/10762175231168711
deBettencourt, L. U., Hoover, J. J., Rude, H., & Taylor, S. S. (2016). Preparing special education higher education faculty. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 39(2), 121-133. https://doi.org/10.1177/0888406416641007
Fabito, B. S., Trillanes, A. O., & Sarmiento, J. R. (2020). Barriers and challenges of computing students in an online learning environment: Insights from one private university in the Philippines. https://doi: 10.25147/ijcsr.2017.001.1.51.
Garrad, T., & Page, A. (2022). From face-to-face to the online space: The continued relevance of connecting students with each other and their learning post COVID-19. Frontiers in Education, 7, 808104. https://doi.org/10.3389/feduc.2022.808104
Haugland, M.J., Rosenberg, I. & Aasekjær, K. Collaborative learning in small groups in an online course – a case study. BMC Med Educ 22, 165 (2022). https://doi.org/10.1186/s12909-022-03232-x
Kamiri, A. A. (2022). Teachers Practices on the Implementation of Communicative Language Teaching (CLT) Through synchronous online learning: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 12(9), 765 – 781.
Kim, J., Song, H., & Luo, W. (2016). Broadening the understanding of social presence: Implications and contributions to the mediated communication and online education. Computers in Human Behavior, 65, 672-679. https://doi.org/10.1016/j.chb.2016.07.009
Kraiger, K., Fisher, S., Grossman, R., Mills, M. J., & Sitzmann, T. (2022). Online IO graduate education: Where are we and where should we go? Industrial and Organizational Psychology, 15(2), 151-171. https://doi:10.1017/iop.2021.144
Kyungmee Lee. (2020). A phenomenological exploration of the student experience of online PhD studies. International Journal of Doctoral Studies, 15, 575-593. https://doi.org/10.28945/4645
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online learning, 22(1), 205-222.
McKeithan, G K., Rivera, M O., Mann, L E., & Mann, L B. (2021, March 14). Strategies to promote meaningful student engagement in online settings. https://doi.org/10.11114/jets.v94.5135
Muhammad Asif Qureshi, Asadullah Khaskheli, Jawaid Ahmed Qureshi, Syed Ali Raza & Sara Qamar Yousufi (2023) Factors affecting students’ learning performance through collaborative learning and engagement, Interactive Learning Environments, 31:4, 2371-2391, https://DOI: 10.1080/10494820.2021.1884886
Murtonen, M., Laato, S., Lipponen, E., Salmento, H., Vilppu, H., Maikkola, M., Vaskuri, P., Mäkinen, M., Naukkarinen, J., Virkki-Hatakka, T., Pajarre, E., Selänne, S., & Skaniakos, T. (2019). Creating a national digital learning environment for enhancing university teachers' pedagogical expertise: The case UNIPS. International Journal of Learning, Teaching and Educational Research, 18(13), 7-29. https://doi.org/10.26803/ijlter.18.13.2
Stacey, E., & Rice, M. (2002). Evaluating an online learning environment. Australasian Journal of Educational Technology, 18(3).
Terrell, S. R., Lohle, M. F., & Kennedy, D. (2016). Student-identified requirements for persistence in a limited-residency information systems PhD program. Online Journal of Applied Knowledge Management (OJAKM), 4(1), 150-164.
Thoms, B., Garrett, N., Herrera, J. C., & Ryan, T. (2008, January). Understanding the roles of knowledge sharing and trust in online learning communities. In Proceedings of the 41st Annual Hawaii International Conference on System Sciences (HICSS 2008) (pp. 3-3). IEEE.
Trespalacios, J., & Lowenthal, P. (2019). What do they really like? An investigation of students' perceptions of their coursework in a fully online educational technology program. Australasian Journal of Educational Technology, 35(5), 60-78.
Vlachopoulos, D., Makri, A. Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education. 65, 605–632 (2019). https://doi.org/10.1007/s11159-019-09792-3
Willging, P., & Johnson, S. (2019). Factors that influence students’ decision to dropout of online courses. Online Learning. https://doi.org/10.24059/OLJ.V13I3.1659.

Author