Award Date

5-1-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Michael McCreery

Second Committee Member

Yan Chen

Third Committee Member

Xue Xing

Fourth Committee Member

Doris L. Watson

Number of Pages

109

Abstract

This study investigates the relationship between transfer students’ perceptions of identity and their social presence within online learning environments, addressing a gap in research on this underexplored population. Drawing on Erikson's (1968) psychosocial development theory and Marcia's (1966) identity status model, the study explores how identity formation influences both the perception and manifestation of social presence in the online learning environment. A sequential explanatory design (Creswell & Poth, 2025) was employed, combining quantitative data from a web-based survey on identity status and social presence perceptions, followed by content analysis of students' discussion posts to examine social presence indicators. The findings emphasize the critical role of recognizing transfer students' identity status in the design of online learning environments. By incorporating social presence, educators can foster greater engagement and support academic success for a uniquely diverse student population.

Keywords

Course design; Identity; Mixed-Method; Online learning; Social Presence; Transfer students

Disciplines

Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Methods | Social and Behavioral Sciences

File Format

pdf

File Size

1220 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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