Person-to-person interactions in online classroom settings under the impact of COVID-19: a social presence theory perspective

TLDR

The COVID‑19 pandemic forced universities to shift to online teaching, relying on computers, laptops, and mobile phones for instruction and learning. The authors conducted a qualitative study using in‑depth interviews with 17 university students and 7 instructors. The study found that student‑to‑instructor and student‑to‑student interactions were insufficient to establish full cognitive and affective social presence, and it recommended encouragement, incentives, breakout rooms, and engagement techniques.

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.