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- W4386574313 abstract "This study investigates the challenge of establishing social presence in professional development webinars, which lack face-to-face interaction and physical presence. Using the Community of Inquiry framework, the research examines factors influencing teacher social presence. Following phonomyography research methodology, research data were collected from eight university teachers through a semi-structured questionnaire. Findings highlight attempts made to foster social presence in professional development webinars, with cultural backgrounds of speakers and participants positively influencing the outcome. Practical implications for enhancing social presence in webinars are derived from the study. By shedding light on the multifaceted nature of social presence and its influential factors, this research contributes to the understanding of professional development webinars, emphasising the importance of creating a social presence within the digital learning environment." @default.
- W4386574313 created "2023-09-10" @default.
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- W4386574313 date "2023-09-09" @default.
- W4386574313 modified "2023-10-16" @default.
- W4386574313 title "A Phenomenographic Exploration of the Factors Influencing Teacher Social Presence in Professional Development Webinars" @default.
- W4386574313 doi "https://doi.org/10.5539/jel.v12n6p18" @default.
- W4386574313 hasPublicationYear "2023" @default.
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