An exploratory study of Generation Z students’ social presence preferences in formal online learning

Abstract

The COVID-19 pandemic changed many aspects of our society, redefining social interactions and influencing how we work, learn, and communicate. Those influences affect the classroom, the role of online learning, and how teachers educate learners. In post-secondary schools today, the largest population of online learners are Generation Z (Gen Z) students; as such, academia must understand this unique group. In addition, the changes in technology and online learning require academia to understand how online learning is evolving to provide the most effective environment for Gen Z students. This research examined the online social presence preferences of 12 female Gen Zers and how they made meaning of their experiences based on the technologies used in their formative years and those of today. This study was built on research showing that online learning and social presence are linked and can create an environment that promotes connections and learner satisfaction. The conceptual framework used constructivism and elements of the social presence theory to examine Gen Zers’ social presence online. Using a basic qualitative research design, the study collected data using semi-structured open-ended interviews and concept mapping to discover when Gen Z students felt a social presence in their formal online courses. The findings identified that technology helped the participants develop a social presence at a young age and continues to enhance their social presence today. Synchronous engagements, feedback from professors and peers, and small groups were all ways participants described how they developed a social presence in their online college courses.