Social Presence as Best Practice: The Online Classroom Needs to Feel Real
By Delton T. Daigle and Aaron Stuvland, George Mason University
Due to COVID-19, colleges have moved into digital spaces at an unprecedented scale and pace. A shared concern among faculty and administration is the impact of this move on student-learning outcomes. A commonly touted “best practice” is to provide a fully asynchronous experience—preparing lectures, learning activities, and social interactions in advance and posting these for students to access on their own schedule.