Abstract
During the global pandemic, teachers and students were forced to quickly adjust teaching and learning to fit in the new socially-distanced world. Along with the challenge of establishing effective online teaching tools, came the need to create social spaces for connecting with students through teacher-student interactions. This study followed the practices of K-12 teachers who were also graduate students seeking an advanced endorsement in literacy as they grappled with problems and solutions of online learning during an intensive K-12 literacy tutoring program. The researchers honed in on the work of one focal teacher as she carved out a new social space for connecting with her students. This work resulted in the identification of specific criteria for three dimensions of social presence: relationship building, engagement, and social interactions.
Recommended Citation
Hoch, Mary L. and Fry, Michelle. (2024). ESTABLISHING SOCIAL PRESENCE THROUGH ONLINE INTERACTIONS: A CASE STUDY IN A LITERACY CLINIC. i.e.: inquiry in education: Vol. 16: Iss. 1, Article 4.Retrieved from: https://digitalcommons.nl.edu/ie/vol16/iss1/4