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This study uses a sequential explanatory mixed-methods design to examine how instructor social presence affects student engagement in United Arab Emirates higher education. Survey data from faculty members (n=30) is followed by in-depth interviews to analyze relationships between constructs of social presence and engagement. 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(2023) . Exploring the impact of instructor social presence on student engagement in online higher education. Contemporary Educational Technology, 15(4), ep484. [https://doi.org/10.30935/cedtech/13823](https://doi.org/10.30935/cedtech/13823)  \nARTICLE INFO ABSTRACT  \n\n| Received: 24 May 2023\u003Cbr>Accepted: 16 Oct 2023 | Digital pedagogies have impacted traditional approaches towards teaching and as this phenomenon continues to expand, a clearer understanding of the role of instructors’ social presence in online learning environments is imperative. Using a sequential explanatory mixedmethods design, this study investigates instructor social presence and its impact on student engagement at higher education institutions in the United Arab Emirates. The study includes data collected through a survey, which was distributed amongst faculty members (n=30), followed by several in-depth interviews. The study explores the relationship between constructs of instructor social presence and student engagement. Findings suggest that instructor social presence positively influences student engagement and attrition. The study also identifies different strategies and barriers instructors face in establishing their online social presence. The study has practical implications for stakeholders and curriculum designers seeking to improve and enhance the learning outcomes in online education.\u003Cbr>Keywords: higher education, social presence, student engagement, community of inquiry |\n| --- | --- |\n| INTRODUCTION |  |\n\nNowadays, the field of education has become somewhat reliant upon and influenced by digital pedagogies, and these have transformed learning environments in higher education (Haugsbakken et al., 2019) . With the inclusion of technology and a shift to online learning, there has been an increased reduction in the spatial and temporal problems associated with traditional personal to virtual instruction and seminars to webinars (Mishra et al., 2020; Panigrahi et al., 2018) . The ability of teachers to effectively use technology in order to achieve learning outcomes in the classroom has paved the way for digital pedagogy (Howell, 2012) . Pedagogy is the basis of the teaching profession and teachers’ utilize different learning pedagogies for transformational teaching to impart adequate knowledge. Howell (2012) posits that social and pedagogical imperatives are the driving force of digital pedagogy, and he defines it as an attitude and aptitude towards acceptance of digital technologies. Digital technology coupled with educational technological tools becomes a beacon to guide our thinking in the 21st century (Charles & Hill, 2023) .  \nJanuszewski and Molenda (2008) define four parameters of educational technology: study and ethical practice for facilitating learning, facilitating learning and improving performance, creating, using and managing technology. Based on this definition, technology is managed by the teacher and the end users are students. Milton and Vozzo (2013) define digital pedagogy as a construction of knowledge based on problemsolving and development of higher order thinking skills. Digital pedagogy combines constructivist approach to form connectivity teaching approach, whereby teachers thoughtfully decide on the effective use of digital tools and the impact of digital tools on learning outcomes (Hill et al., 2023) .  \nDigital teaching encompasses blended, hybrid, flipped, and fully online courses while allowing teachers to","cbCaicThWltUmlEe","https://ap.wps.com/l/cbCaicThWltUmlEe","pdf",441387,"English","# Abstract\n# Introduction\n## Digital pedagogy and online higher education context\n## Definitions of educational technology and digital pedagogy\n## Online course models and technology-mediated teaching\n## Historical foundations of social presence and the Community of Inquiry framework","[{\"question\":\"What is the study investigating about online higher education?\",\"answer\":\"The study investigates how instructor social presence impacts student engagement in online higher education settings.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It uses a sequential explanatory mixed-methods design, starting with a survey of faculty members (n=30) and then conducting in-depth interviews.\"},{\"question\":\"What do the findings suggest about instructor social presence?\",\"answer\":\"The findings suggest that instructor social presence positively influences student engagement and attrition.\"}]","Exploring the impact of instructor social presence on student engagement in online higher education - research article | PDF"]