Faculty perceptions of online presence: intercultural considerations

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dc.contributor.authorYousef, Dima
dc.contributor.authorTakshe, Aseel A.
dc.contributor.authorContu, Davide
dc.date.accessioned2023-10-16T13:18:35Z
dc.date.available2023-10-16T13:18:35Z
dc.date.copyright© 2023
dc.date.issued2023-10-30
dc.description.abstractPurpose: The Covid-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at least a part of the course’s delivery in the future. With that in mind, this study aims to explore the factors that influence teaching presence online and how these perceptions will guide teachers to adopt practices that will impact their presence accordingly. Given the changes implemented due to the pandemic, this study is essential to identify the significance of teaching and social presence in online classes. Design/methodology/approach: Semi-structured interviews were used to find answers to the posed research questions. Exploring the perceptions and experiences of four university teachers, this study, informed by the community of inquiry (CoI) model, investigated the impact of teaching and social presence on the online learning experience in higher education. Findings: The findings indicate that teachers acknowledged the importance of these two elements in teaching online. Moreover, the study investigates how teachers could establish teaching and social presence to enhance the online learning experience. Originality/value: The study explores teachers’ views on the importance of presence, their practices to achieve in an online learning environment and addresses a gap in the literature on “teaching presence from the educator’s perspective, [since] most studies exploring the student’s perspective” (Gurley, 2018, p. 200). © 2023, Emerald Publishing Limited.
dc.identifier.citationYousef, D., Takshe, A. A., & Contu, D. (2023). Faculty perceptions of online presence: intercultural considerations. Journal for Multicultural Education, 17(4), 458 - 472. https://doi.org/10.1108/JME-07-2022-0091
dc.identifier.issn2053535X
dc.identifier.urihttps://doi.org/10.1108/JME-07-2022-0091
dc.identifier.urihttps://hdl.handle.net/20.500.12519/927
dc.language.isoen
dc.publisherEmerald Publishing
dc.relation.ispartofseriesJournal for Multicultural Education Volume 17, Issue 4,
dc.rightsPermission to reuse abstract has been secured from Emerald Publishing
dc.rights.holderCopyright : © 2023, Emerald Publishing Limited.
dc.subjectCommunity of inquiry (CoI)
dc.subjectEducation e-learning
dc.subjectHigher education
dc.subjectIntercultural
dc.subjectMulticultural
dc.subjectOnline learning
dc.subjectStudent learning
dc.subjectTeacher perceptions
dc.subjectTeaching presence
dc.titleFaculty perceptions of online presence: intercultural considerations
dc.typeArticle

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