Studying the lived experiences of students in online education : A phenomenography study on social presence

Abstract

This study aimed to understand students’ experiences in online education with a particular focus on social presence. The qualitative research employed phenomenography as its research approach and data was analyzed using thematic analysis. Data was collected using semi-structured interviews and Google Forms to answer two research questions. • How do students understand and define the social presence in online education? • What social dynamics and interactions did students experience in online education?

The findings from the data revealed seven significant themes in which students experience learning in online education with social presence: social presence as a bodily and emotional engagement, social presence engages and connects with peers, content, and teachers, social presence as a sophisticated technological communication, efficiency in online learning, communication in online education, feedback, and distractions. These findings suggest that educators and institutions could benefit from more professional training and a more interactive and supportive environment. This could enhance the learning experience for students and foster long-lasting social connections. The study also discussed its implications and limitations and provided recommendations for future research.