Journal of Educational Sciences

Identification and Validation of Teaching Techniques to Enhance Sense of Presence in Online Learning

10.22055/edus.2025.45116.3644
Volume 32, Issue 2
December 2025
Pages 53-80
Journal of Educational Sciences

Document Type : Research Paper

Authors

mahtab Asgari 1
mohamadjavad liaghatdar 2
azam Esfijani 3
leila heshmatifar 4

1 PhD. Student in Curriculum Planning, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

2 Professor, Department of Education and Psychology, University of Isfahan, Isfahan, Iran

3 Assistant Professor, Department of Education and Psychology, University of Isfahan, Isfahan, Iran.

4 Assistant Professor in Curriculum Planning, Safahan University, Isfahan, Iran.

Abstract
Ignoring the challenges associated with online learning, such as feelings of isolation and alienation, has increased the need to pay special attention to fostering a sense of presence in virtual learning environments. In particular, the use of teaching techniques that are appropriate for online settings plays an important role in improving learning experiences and enhancing students’ sense of presence. Therefore, the purpose of this study was to identify and validate teaching techniques that strengthen the sense of presence in online learning. In the first phase of the study, teaching techniques were identified using qualitative content analysis of relevant documents and sources, as well as semi‑structured interviews with experts who had published articles or books in the field of presence. Data collection continued until information saturation was reached. In total, 25 academic articles were reviewed and 14 interviews were conducted. Based on the findings of this phase, a questionnaire was developed. After confirming its validity and reliability, the questionnaire was administered to 83 instructors and students who were interested in and had experience with online learning, with the aim of validating the identified techniques. The results of the questionnaire analysis showed a reliability coefficient higher than 0.80 and were confirmed from the perspectives of both instructors and students. According to the findings, both groups considered confidentiality, protection of privacy, instructional support, continuous updating and professional development of online instructors, starting classes with appropriate topics, and allocating a session for getting to know students as the most important techniques for enhancing the sense of presence. Furthermore, techniques such as building close relationships with learners, using a simple and friendly tone, addressing students by name, referring to learners’ messages during instruction, beginning classes with non‑academic topics, using emojis, and sending congratulatory or condolence messages were also recognized as effective techniques for strengthening the sense of presence. Overall, the findings of this study can help instructional designers and educators develop more engaging, supportive, and effective online courses by applying teaching techniques that enhance learners’ sense of presence and connection in online learning environments. Implementing these strategies can significantly reduce learner disengagement in digital classrooms.

Keywords

Sense of Presence
Online Education
Teaching techniques
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