Humanising Online Learning through Social Presence in Higher Education
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Abstract
This study explores the role of social presence in creating a humanised online learning environment in higher education. Using a qualitative case study, data were collected through semi-structured interview, observation of online interaction, and document analysis involving students and lecturer in a Technology Enhanced Language Learning online course. The lecturer of the course utilised canvas as learning management system and the researchers documented how the lecturer implemented humanising principles in online learning. Findings revealed that promoting social presence enhanced students’ emotional engagement, collaborative learning and sense of belonging. Key strategies identified include personalised communication, active lecturer involvement, and group-based learning activities. These insights offer practical guidelines for educators seeking to humanise online learning environments and foster deeper student engagement.
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