Individual Differences Matter: Examining the Relationship Between Transfer Students’ Identity and Social Presence in Online Learning

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.