Navigating interactions and challenges in online learning: a qualitative study through social presence theory

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PurposeWith the increasing number of institutions offering online degree programs, there is a growing need to understand the requirements for interactions and the challenges present in online learning environments. Consequently, this qualitative study aims to explore aspects of nontraditional students, typically defined as older than traditional college age, employed full-time or with family responsibilities.Design/methodology/approachThis study employs a qualitative approach, conducting in-depth interviews with nine nontraditional students. Grounded in social presence theory, this study analyzed the experiences and viewpoints of nontraditional students in the online learning environment, utilizing thematic analysis.FindingsThematic analysis unveiled two major themes: interactions in online learning and challenges in online learning. Four sub-themes emerged from interactions in online learning (interaction with instructors, interaction with peers, content interaction and interface interaction). In addition, three sub-themes emerged from challenges in online learning (timing inflexibility, tools and technological barriers and diverse learning modes). The findings of this suggest that nontraditional students derived benefits from online learning, yet they faced limitations in peer interaction and experienced technological barriers.Originality/valueThis study is based on primary data collected from nontraditional students, offering valuable insights into the needs and challenges they face in higher education while engaged in online learning.