Enhancing social presence in asynchronous instruction: a focus on a higher education institution in Zimbabwe

Abstract

This research investigated strategies to cultivate social interaction and a sense of community within an asynchronous information literacy programme for instructors and learners at a Zimbabwean academic institution. Employing a pragmatic epistemology, the study utilised a parallel convergent mixed methods design, combining questionnaires and interviews for data collection. The sample consisted of 87 enrolled students in their first year, first semester of study and four lecturers. The student sample size (calculated using an online tool) ensured a 95% confidence level with a 5% margin of error. The four participant instructors were purposely included. Findings revealed that asynchronous methods – discussion forums, pre-recorded lectures, uploaded materials, online group projects and quizzes – were unsuccessful in fostering social presence or effective information literacy instruction. Challenges identified included the lack of real-time interaction, limited non-verbal cues and delayed feedback, which hindered the development of a cohesive online community and potentially diminished the quality of e-learning experiences. Based on these results, recommendations were made to improve the effectiveness of asynchronous learning. Implementing various communication channels (chat rooms, messaging systems, email) was suggested to promote connection and relationship building among participants. Encouraging instructors to facilitate non-academic activities was proposed to foster a sense of community within the online classroom. Additionally, providing real-time feedback, promptly responding to inquiries and encouraging learner collaboration were recommended strategies to create a supportive virtual learning environment that enhances the overall learning experience for all participants.