The importance of online social presence: findings from a correlational study of 422 online doctoral students.

Concurrent Session 8
Research

Brief Abstract

A quantitative study of 422 doctoral students revealed a strong positive correlation between online social presence and learner satisfaction. The study demonstrated the importance of social presence of online doctoral programs to increase student retention, improve instructor effectiveness, build a sense of community, and increase knowledge.

Presenters

Lead Presenter: Bob McGurty, Johnson University

I have a 30-plus-year career as a missionary, living overseas, pursuing a passion to effectively communicate with people. I speak several languages and consider myself a relational networker, mentor, and storyteller. My expertise as a leader includes Bible college instructor, provost, academic dean, community health director, founder of an international Christian school, and president and chairman of a nonprofit organization. My initial research focused on the millennial choice to text instead of talk, particularly to understand the 'why' behind their communication choice. Gradually, my research shifted to communication theory and the difference between face-to-face and nonverbal communication. I believe it is crucial to understand how society can best communicate online as we continue to increase our online presence. This need has been intensified by the ongoing COVID-19 global pandemic, which has already and will continue to radically change online education and communication overall.

Extended Abstract

As the number of students studying in online doctoral programs continues to grow, research has primarily focused on undergraduate and master’s level programs, leaving a void in the literature regarding online doctoral studies. This presentation examines a quantitative study of 422 doctoral students. The results revealed a strong positive correlation between online social presence and learner satisfaction. The study demonstrated the importance of social presence of online doctoral programs to increase student retention, improve instructor effectiveness, build a sense of community, and increase knowledge.

 

Social presence could be the under-researched strategy to improving online learning. Social presence has been descibed as a “master conductor that synchronizes the instructor, students, norms, academic content, learning management system (LMS), media, tools, instructional strategies, and outcomes within a learning experience” (Whiteside, 2015, p. 11). 

The research presented answers the question "Does a Perceived Increase in Social Presence Online Result in an Increase in Learner Satisfaction?".  As you consider the answer to the research question in your own academic context, you will be challenged to consider how you can improve social presence and, ultimately, learning overall. 

 

Level of Participation 

 

The session will start with participants breaking into small groups of 2 and 3 to connect through a 'speed intro' process of 5-7 minutes in order to create a sense of community and connectivity with one another (face-to-face social presence). Participants will share the results of the exercise and its impact on engagement. The conversation will then transition to engage participants to imagine what the same conversation would look like in an asynchronous online setting (online social presence). This participation will challenge participants, through examination of the research findings and conclusions, to consider how to increase social presence which will result in increased student retention, improve instructor effectiveness, build a sense of community, and increase knowledge.

 

Session goals 

 

Individuals attending this education session will be challenged to consider the role of social presence in online education. Interaction among attendees will provide thought provoking insight into intentional strategies and techniques that can improve online social presence in the higher ed setting. Specifically, online doctoral program designers, administrators and faculty may draw from the research and be able to develop program specific tools for evaluation and accreditation purposes.