Design to Improve Social Presence among University Students in Asynchronous Online Learning Environment

Abstract

Since the COVID-19 pandemic, online lectures are becoming more common in higher education. Specifically, asynchronous online classes have become increasingly popular because of their flexibility. Asynchronous online courses, however, may negatively impact students’ academic performance and social development due to the diminished sense of social presence. To explore ways to enhance social presence among students in asynchronous online classes, this paper used a co-design methodology that involved 12 undergraduate students as primary stakeholders. As a result, we developed a design framework for designing in-class interaction to promote social presence in asynchronous online lectures. This framework consists of four high-level elements and sub-categories: interaction topic (direct or peripheral topics related to learning), interaction size (small or entire group), interaction mode (anonymity, synchronicity, instructor involvement), and interaction motivator (lightweightness and entertainment). Our design framework may serve as a guide to future technology for improving asynchronous online classes.