The Relationship Between Online Learning and Student's Sense of Isolation in Universities: Teacher's Perspectives

Abstract

This study seeks to identify the perceptions that teachers hold about online learning that can lead to feelings of isolation and disengagement in the university setting and the strategies and digital tools teachers use to improve interaction, build community, and increase feelings of belonging in an online space. In this study, the type of research is qualitative, focusing on the subjective experience in constructing the meaning of the social phenomenon by the teachers. The population of the study was the teachers of public and private universities of South Punjab, including Bahauddin Zakariya University (BZU), Multan; Women's University of Multan (WU); University of Southern Punjab (USP); and National College of Business Administration and Economics (NCBA&E). To conduct qualitative research on online teaching and student engagement, a sample of 20 purposive teachers with relevant experiences and knowledge at the university was selected. Several teachers selected from the university were interviewed online/face-to-face depending on their availability. The study concluded that the presence of the teacher, building a community, and communicating with students on a continuous basis are crucial in minimizing student isolation in online learning, while other studies point to the importance of collaborative learning, technology, and tackling socio-economic factors. Higher education institutions should provide digital support through teacher development, effective use of LMS, and resources to address access difficulties with the Internet and devices.