Date of Award
1-1-2025
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
George S. McClellan
Second Advisor
David Rock
Third Advisor
Patrick Perry
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
The rise of virtual learning has been significant in recent years, with the percentage of degree programs offered exclusively online increasing from 15.4% in 2019 to 60% in 2022. While online courses provide flexibility and convenience, concerns have emerged regarding student engagement, learning outcomes, and satisfaction. Due to limited interactions with peers and instructors, virtual students often struggle with motivation and experience higher levels of anxiety, stress, and isolation compared to their in-person counterparts.
A key factor influencing student success in online courses is social presence, defined as the extent to which learners feel connected and engaged with their instructor and classmates. Research indicates higher levels of social presence contribute to increased student satisfaction, improved knowledge retention, and stronger sense of community. Conversely, a lack of social presence can lead to disengagement, dissatisfaction, and higher dropout rates.
Non-traditional graduate students, defined as students pursuing advanced degrees while balancing work and family responsibilities, represent a significant portion of online learners. They choose virtual education for its flexibility, yet often struggle with engagement and social connection. These challenges can negatively impact their learning experiences, program completion rates, and overall success. Professional degree programs, designed to prepare individuals for industry-specific careers, further complicate this dynamic. Unlike academic degrees focused on research, professional degree programs require high levels of engagement and application-based learning, making social presence particularly important.
Despite the growing number of non-traditional students in online professional degree programs, research on their specific social and emotional needs remains limited. This Dissertation in Practice will explore how this demographic perceives and experiences social presence in online professional degree programs through semi-structured interviews designed to capture their subjective experiences and interactions within virtual learning environments. Ultimately, this study aims to provide deeper insight into non-traditional graduate student perceptions of social presence—including potential barriers—to help foster more transformative, equitable, and inclusive online learning experiences.
Recommended Citation
Smith, Courtney Elizabeth, "Exploring the Perceptions of Non-Traditional Graduate Students About Their Experiences with Social Presence in Online Professional Degree Programs" (2025). Electronic Theses and Dissertations. 3391.
https://egrove.olemiss.edu/etd/3391