Exploring Teacher Perception of Student Engagement within the Online Learning Environment: A Transcendental Phenomenology Study

The purpose of this transcendental phenomenological study was to understand the shared experiences of elementary teachers who foster engagement through social presence in virtual classrooms. The theory guiding this study is Whiteside’s social presence model as it relates to engaging students in their online studies. The central research question is, “What are the shared experiences of elementary teachers who use social presence to foster engagement in their virtual classrooms?” In this qualitative study, data was collected through individual interviews, focus groups, and letter-writing with 10 online teachers chosen from a purposeful sample in an online program. The analysis of data was conducted through Moustakas’s phenomenological method, incorporating axial, open, and selective coding to structure the themes of this study. This research was conducted at an online public elementary school in the southeastern United States. The results highlighted the significance of relationships in fostering student success in online education and emphasized the role of enjoyment in cultivating a positive learning atmosphere. A major finding of the study was the importance of engagement in student learning for all stakeholders.