‘Being Present’ Online: International Students’ Experiences of Social Presence in Pre-Sessional English Programmes in UK Higher Education

Abstract

Online education has acquired an ever-increasing popularity since the onset of COVID-19, and the number of students studying online is rising, especially in Pre-sessional English programmes. These programmes serve as a transitional phase to support international students from diverse cultural and educational backgrounds as they pursue their postgraduate studies in the UK. This research aims to explore the impact of social presence on students’ learning in online learning classes. The study investigated affective, interactive and cohesive factors on students’ learning engagement and satisfaction. The study employed qualitative methods, conducting eight focus groups with students (n=44) from two British universities. In addition, an analysis of Independent Study Journals of 12 students was conducted to investigate participants’ learning behaviours and reflections. The findings demonstrate that tutor presence and course design often shape social presence rather than the reverse. Participants reported stronger connections with peers than with the tutor; however, they acknowledged the tutor’s supportive role in facilitating learning and establishing a sense of presence in the online environment. Social presence can be effectively sustained through purposeful course design and a clear understanding of learner characteristics. The study offers insights for all involved in transitional English Programmes in creating engaging and connected online learning, focusing on tools and strategies.