Influence of Social Emotional Learning and Social Presence: A Qualitative Case Study
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2024-02
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Abstract
The problem was the lack of SEL and social presence practices in online learning during the COVID-19 pandemic, which caused student engagement to decline. The purpose was to explore educator perceptions of how SEL social presence practices affect student engagement during the transition from traditional learning. Grounded in social constructivism and social presence theories, this study aimed to fill the gap in the literature review, emphasizing the need for further investigation into the combined effects of SEL instruction and social presence practices on student engagement. Key research questions were used to answer how educators perceive the impact of explicit SEL instruction and social presence practices on student engagement online. The study employed an intrinsic qualitative case study methodology, targeting educators teaching grades 5–12 from 2018–2022. A purposive criterion sampling method was utilized to select 15 educators who shifted from traditional to online teaching during the pandemic. The five analytic phases model for content analysis combined with open coding and in vivo coding identified patterns and themes in data collected from individual interviews and a focus group. Findings revealed two major themes: the necessity of SEL and social presence to enhance student engagement online and the challenges and opportunities in implementing SEL and social presence online. The conclusion was that these practices must be incorporated into virtual learning. Recommendations include changes to policies and practices such as training and parental involvement. Findings benefit learners, educators, policymakers, and researchers as they shape the future of engaging and effective online learning.
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Keywords
COVID-19, educator perceptions, online learning, social and emotional learning, social presence, student engagement