Abstract
ABSTRACT COVID-19 has flipped traditional face-to-face exchanges. This quickly prompted involuntary changes that required appropriate pedagogical strategies suited to online courses. This study explored the experiences, interactions, and social presence (SP) of participants involved in the 2020 spring term postgraduate program in a Taiwanese university. Through the interviews with instructors and students, SP was analyzed in terms of affective association, community cohesion, instructor involvement, and interaction intensity. Results showed that SP was perceived favorably by students while teachers have attempted to enhance the learning environment by augmenting the SP indicators. This study advances the understanding that despite having low perceptions on community cohesiveness and interaction intensity, there is some emerging evidence to suggest that SP has been observed by learners even under the pressures and limitations imposed by COVID-19 on HEIs. Theoretical and practical contributions are provided to assist universities navigating their way out of COVID-19.
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