Study: Emotional presence and why course designers need to address it

The study builds on the Community of Inquiry (CoI) framework by Garrison, Anderson, and Archer (2000), which outlines three key elements for effective online learning:

• Cognitive presence: Engaging with content to build understanding.
• Social presence: Sharing personality and fostering open communication.
• Teaching presence: Designing learning experiences and providing support.

Jiang and Koo argue that emotional presence deserves equal attention. They define it as the recognition, expression, and management of emotions in an online environment. Without physical cues like body language, emotional presence ensures participants feel supported, fostering a sense of belonging and collaboration.

Why does emotional presence matter?

The researchers analysed the experiences of 45 non-traditional students in an online maths programme. They found that students who actively engaged emotionally—whether through positive interactions or sharing challenges—were more likely to:

• Participate in discussions.
• Connect with peers and instructors.
• Achieve better academic outcomes.

By cultivating emotional presence, educators can reduce feelings of isolation and anxiety, common among online learners.

Practical strategies for educators

Jiang and Koo recommend several tactics to enhance emotional presence in online courses:

• Humanise the tutor: Use personal photos, video introductions, and offer opportunities for one-to-one interactions.
• Build connections: Encourage self-disclosure and empathetic feedback to create a supportive environment.
• Use emotive language: Foster warmth and relatability in written and verbal communication.

These strategies can help create a learning community where students feel valued and motivated.

Where the study falls short

While the study makes a strong case for emotional presence, it has some limitations:

Sample size: The study only involved 45 students from a single institution, limiting its generalisability.
Gender bias: With 71% of participants being women, the results may not reflect the experiences of male learners.

Additionally, the study raises important questions about implementation:

• Emotional disclosure risks: Not all learners may feel comfortable sharing personal emotions. Could this unintentionally disadvantage them?
• Cultural differences: Emotional expression varies across cultures. What works for one group may not work for another.
• Tutor workload: Strategies like one-on-one sessions may not be feasible in large classes.

Recommendations for future research

To build on Jiang and Koo’s findings, future research could explore:

• Activities that encourage emotional presence without pressuring learners to share too much.
• Ways to balance emotional presence with academic rigour.
• The role of language and writing skills in fostering emotional connections, especially in text-heavy platforms.

Integrating live video sessions could also complement text-based discussions, helping participants connect in a more dynamic way.

Final thoughts

Jiang and Koo’s study sheds light on an often-ignored aspect of online learning. Emotional presence isn’t just a feel-good addition—it directly impacts student engagement and success. While challenges remain in applying their strategies universally, their work opens the door to a richer, more inclusive approach to online education.

For educators and course designers, the takeaway is clear: build not just a learning environment, but a community where emotions are acknowledged and valued. Because when learners feel connected, they thrive.

References

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer referencing in higher education. Internet and Higher Education, 2(2–3), 87–105.

Jiang, M., & Koo, K. (2020). Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students. Online Learning, 24(4), 93–111. https://doi-org.ezproxy.manukau.ac.nz/10.24059/olj.v24i4.2307