Connections before Curriculum: The Role of Social Presence during COVID-19 Emergency Remote Learning for Students

Autor/inn/en	Ensmann, Suzanne; Whiteside, Aimee; Gomez-Vasquez, Lina; Sturgill, Ronda
Titel	Connections before Curriculum: The Role of Social Presence during COVID-19 Emergency Remote Learning for Students
Quelle	In: Online Learning, 25 (2021) 3, S.36-56 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Private Colleges; Distance Education; Student Experience; College Students; COVID-19; Pandemics; Educational Change; Stress Variables; Psychological Needs; Electronic Learning; Readiness; Interpersonal Relationship; Empathy; Interaction; Anxiety; Teacher Student Relationship; Mental Health; Online Courses; Sense of Community; Coping + Suchen Sie Ihr Suchwort? Privathochschule; Distance study; Distance learning; Fernunterricht; Studienerfahrung; Collegestudent; Bildungsreform; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Empathie; Interaktion; Angst; Teacher student relationships; Lehrer-Schüler-Beziehung; Psychohygiene; Online course; Online-Kurs; Bewältigung
Abstract	This study examined the student experience (n=507) during emergency remote learning at a medium-sized private southeastern university during the COVID-19 pandemic, leveraging the Social Presence Model (SPM) as a guiding framework. Tensions were high at this critical time as students were stressed with financial burdens, supply shortages, overlapping work and educational schedules, and shared technological resources and physical spaces. Therefore, this study helps educators better understand students' emotional needs and experiences during the March 2020 lockdown transition to remote learning. Specifically, examining the student experience in a time of crisis offers critical lessons about the importance of connectedness, online readiness, cultivating relationships, adaptability during transitions, and class interaction. The data revealed the depth of anxiety felt by students and suggests the need for increased empathy, communication, interaction, and flexibility from their instructor and course community to proceed with academic coursework, particularly for first-year college students. The findings elevate the importance of social presence as a literacy for learning in any modality, underscore the need to support the mental health of our students, and stress the urgency for online and remote learning readiness for current and future public emergencies. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01