Investigating how Instructor Social Connectedness impacts online learning outcomes using the FORCES Framework

This research investigated how instructor social connectedness, evaluated using the FORCES framework, is correlated with learner satisfaction, motivation, learning outcomes, teaching presence, and student demographics. Data were collected from 257 students enrolled in online courses at two universities in the southeastern United States, using a validated survey instrument. This study employed Spearman rank-order correlations and ANOVA tests to assess the strength of the relationships between the constructs of the FORCES framework and the variables mentioned above. Findings revealed strong positive correlations between all the FORCES subscales and student satisfaction, motivation, and perceived learning outcomes, with empathy and sociability demonstrating the strongest associations. Furthermore, instructor social connectedness was found to be highly correlated with Community of Inquiry's Teaching Presence, underscoring its significance in fostering engagement in online learning environments. Age and academic classification were found to be significant predictors of instructor connectedness. Practical implications include the necessity for faculty development of methods to improve empathy, responsiveness, and engagement in virtual learning environments. These findings provide insights into effective online teaching practices and inform strategies for enhancing students’ experiences in online learning environments.

Investigating how Instructor Social Connectedness impacts online learning outcomes using the FORCES Framework Academic Article