Social Presence And Academic Interaction In Online English Learning: Perspectives Of Teachers And Students In Two Public University Contexts

Sahril Nur(1*), Nofvia De Vega(2),

(1) Universitas Negeri Makassar
(2) Universitas Borneo Tarakan, Indonesia
(*) Corresponding Author




DOI: https://doi.org/10.26858/eltww.v10i2.53803

Abstract


This study investigates the influence of social presence on online learning in Indonesian bachelor's degree programs. The objective is to identify effective strategies for enhancing students' online learning experiences by promoting social presence. Data was collected through 20 semi-structured interviews and 269 online surveys, analyzing qualitative and quantitative information. The findings highlight a significant positive relationship between social presence, engagement, happiness, and academic success in online courses. Notably, increasing one unit of social presence leads to a remarkable 10.28-point improvement in academic achievement. These results emphasize the importance of prioritizing interaction, collaboration, and community building in the online learning environment. Policymakers and educators can utilize these insights to design effective online courses tailored to bachelor's degree students' unique needs. By incorporating strategies that foster social presence and create a sense of belonging, educators can enhance students' engagement, satisfaction, and overall learning experiences. Therefore, this research underscores the significance of social presence in online learning and provides valuable insights to improve students' academic achievements and online learning experiences.

Keywords


Social Presence; Online Learning; Engagement; Academic Performance; Indonesian Universities

Full Text:

PDF

References


Aldosari, A. M., Alramthi, S. M., & Eid, H. F. (2022). Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic. Frontiers in Psychology, 13, 7048. https://doi.org/10.3389/fpsyg.2022.994403

Alfian, A. (2023). Exploring social presence in an online learning environment at the Islamic university in Indonesia: EFL learner`s perception.

Alfian, A., Rozal, E., Berliana, I., & Noprival, N. (2023). In search of Indonesian EFL LearnersView of social presence in online learning: How do they perceive it? Leksika: Jurnal Bahasa, Sastra Dan Pengajarannya, 17(2), 87–95. https://doi.org/10.30595/lks.v17i2.17599

Blaschke, L. M. (2018). Self-determined Learning (Heutagogy) and Digital Media Creating integrated Educational Environments for Developing Lifelong Learning Skills. In The Digital Turn in Higher Education (pp. 129–140). Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-19925-8_10

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.

Chen, Q., Sun, W., & Wang, X. (2022). The Influence of Cognitive Presence, Social Presence and Teaching Presence on Online Foreign Language Speaking Anxiety, L2 Motivational Self and Intended Effort-A Structural Equation Modeling Approach. Proceedings of the 14th International Conference on Computer Supported Education, 173–180. SCITEPRESS - Science and Technology Publications. https://doi.org/10.5220/0010979000003182

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. In Proceedings of the Annual Conference of the International Speech Communication Association, INTERSPEECH (Second).

De Vega, N., & Nur, S. (2022). University Students’ Exchange Perceive of Kampus Merdeka Curriculum. Proceedings of the 1st World Conference on Social and Humanities Research (W-SHARE 2021), 654, 157–161. https://doi.org/10.2991/assehr.k.220402.034

Dirsa, A., Anggreni BP, S., Diananseri, C., & Setiawan, I. (2022). Teacher Role as Professional Educator in School Environment. International Journal of Science Education and Cultural Studies, 1(1), 32–41. https://doi.org/10.58291/ijsecs.v1i1.25

Elliott, J. (2019). The Importance of Social Presence and Strategies for Incorporating It Into an Online Course. In Exploring online learning through synchronous and asynchronous instructional methods (pp. 107–122). IGI Global. https://doi.org/10.4018/978-1-7998-1622-5.ch005

Giatman, M., Siswati, S., & Basri, I. Y. (2020). Online learning quality control in the pandemic Covid-19 era in Indonesia. Journal of Nonformal Education, 6(2), 168–175.

Hew, K. F., Huang, W., Du, J., & Jia, C. (2023). Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions. Journal of Computing in Higher Education, 35(1), 40–68. https://doi.org/10.1007/s12528-022-09338-x

Ivankova, N. V. (2015). Mixed Methods Applications in Action Research. SAGE Publications.

Marmon, M. (2018). Enhancing Social Presence in Online Learning Environments. IGI Global. Retrieved from https://books.google.co.id/books?id=dkFNDwAAQBAJ

Maru, M. G., Nur, S., & Lengkoan, F. (2020). Applying Video for Writing Descriptive Text in Senior High School in the Covid-19 Pandemic Transition. International Journal of Language Education. https://doi.org/10.26858/ijole.v4i3.14901

Massaro, V., Barnhart, S., Lasky, M., & Jeremiah, K. (2021). Building sustainable communities through engaged learning: A university-community partnership for sustained change in a central Pennsylvania coal town. Journal of Community Engagement and Scholarship, 14(1), Article 22. https://doi.org/10.54656/njri7692

Messmer, G., & Berkling, K. (2021). Overcoming the Gap of Social Presence in Online Learning Communities at University. 2021 World Engineering Education Forum/Global Engineering Deans Council (WEEF/GEDC), 563–570. IEEE. https://doi.org/10.1109/WEEF/GEDC53299.2021.9657401

Miao, J., & Ma, L. (2022). Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning. Frontiers in Psychology, 13, 815220. https://doi.org/10.3389/fpsyg.2022.815220

Munoz, K. E., Wang, M.-J., & Tham, A. (2021). Enhancing online learning environments using social presence: evidence from hospitality online courses during COVID-19. Journal of Teaching in Travel & Tourism, 21(4), 339–357.

Natarajan, J., & Joseph, M. A. (2022). Impact of emergency remote teaching on nursing students’ engagement, social presence, and satisfaction during the COVID‐19 pandemic. Nursing Forum, 57(1), 42–48. https://doi.org/10.1111/nuf.12649

Nue, M. P., & Manara, C. (2022). Pre-service teachers’ investments in English and construction of professional identity in the Indonesian context. Studies in English Language and Education, 9(2), 462–482. https://doi.org/10.24815/siele.v9i2.22557

Nur, S., Anas, I., & Rahayu. (2022). Engaging Novice Writers in Online Collaborative Review through Peer-Review Circles. International Journal of Language Education, 3. https://doi.org/10.26858/ijole.v6i1.26141

Nur, S., Vega, N. De, & Ayu Muhammad, A. P. (2022). Self-Esteem and Self-Efficacy of Students’ Attending Online Courses Through MBKM Program. Journal of Educational Science and Technology (EST), 8(1), 17. https://doi.org/10.26858/est.v8i1.30922

Nurtjahyati, S. D., & Sukisno, S. (2021). Challenges and Expectations in the ‘Freedom of Learning - Independent Campus’ Program for Higher Education Managers. Praniti Wiranegara (Journal on Research Innovation and Development in Higher Education), 1(1), 40–46. https://doi.org/10.53602/pwjridhe.v1i1.20

Vega, N. De, & Eppendi, J. (2021). Students’ perceptions of online learning in teacher training and education faculty. Journal of Physics: Conference Series, 1810(1), 0–10. https://doi.org/10.1088/1742-6596/1810/1/012061

Weidlich, J., & Bastiaens, T. J. (2019). Designing sociable online learning environments and enhancing social presence: An affordance enrichment approach. Computers & Education, 142, 103622. https://doi.org/10.1016/j.compedu.2019.103622

Wijaya, T. T., Zhou, Y., Purnama, A., & Hermita, N. (2020). Indonesian students learning attitude towards online learning during the coronavirus pandemic. Psychology, Evaluation, and Technology in Educational Research, 3(1), 17–25. https://doi.org/http://orcid.org/0000-0001-6840-3875

Xu, S., Li, G., & Luo, H. (2021). Factors Influencing College Students’ Teaching, Social, and Cognitive Presence in Online Learning: Based on a National Survey. 2021 International Symposium on Educational Technology (ISET), 101–105. IEEE. https://doi.org/10.1109/ISET52350.2021.00030

Yoon, P., & Leem, J. (2021). The Influence of Social Presence in Online Classes Using Virtual Conferencing: Relationships between Group Cohesion, Group Efficacy, and Academic Performance. Sustainability, 13(4), 1988. https://doi.org/10.3390/su13041988

Yulia, H. (2020). Online learning to prevent the spread of pandemic corona virus in Indonesia. ETERNAL (English Teaching Journal), 11(1). https://doi.org/https://doi.org/10.15294/jne.v6i2.25594

Zhang, Y., Tian, Y., Yao, L., Duan, C., Sun, X., & Niu, G. (2022). Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory. British Journal of Educational Psychology, 92(4), 1651–1666. https://doi.org/10.1111/bjep.12531


Article Metrics

Abstract view : 140 times | PDF view : 23 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View My Stats

Published by:

Pascasarjana, Universitas Negeri Makassar

Jalan Bonto Langkasa, Banta-Bantaeng, Rappocini, Banta-Bantaeng, Kec. Rappocini, Kota Makassar, Sulawesi Selatan 90222
[email protected]

E-ISSN: 2503-2291

P-ISSN: 2303-3037


ELT Worldwide: Journal of English Language Teaching is licensed under a Creative Commons Attribution-NonCommercial- 4.0 International License.