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Exploring Social Presence in the Culturally Diverse Online Classroom
Abstract
This qualitative single-case study explored student perceptions associated with social presence in a graduate online course of culturally diverse learners. Findings included themes that align with Hofstede's (1984, 2011) cultural relationship domain indicating student preference for construction of schedules to create a cohort where students can stay together through future courses. Tu's (2000) online communication dimension was supported with findings of email and phone communication as the top two ways students prefer to interact with faculty. The feedback area of the LMS was a surprising third element in ratings and the number one ranking for documented weekly social interaction with the instructor. Specific challenges to social presence were language barriers, reported by all students in the class. Implications are presented for instructors, instructional designers, institution policy, course scheduling and faculty training initiatives.
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