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Survey responses from forty-eight graduate students in a one-year, accelerated MAEd cohort were examined. Results show that emotional expression, open communication, and group cohesion shape how students experience teaching and learning in the online MAEd environment, informing program development and leadership preparation.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-perceptions-of-an-accelerated-online-masters-in-education-administration-program-through-the-lens-of-social-presence/602599/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-perceptions-of-an-accelerated-online-masters-in-education-administration-program-through-the-lens-of-social-presence/602599.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What theoretical lens guided the analysis?","Question",{"text":112,"@type":113},"The study used the social presence model, discussed alongside the community of inquiry framework to interpret online learning experiences.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},602599,1792209179,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Student Perceptions of an Accelerated Online Master’s in Education Administration Program Through the Lens of  \nSocial Presence  \nBrooke Soles  \nCalifornia State University, San Marcos  \nDenise Maduli-Williams  \nSan Diego Community College District, Miramar College  \nAbstract  \nThe purpose of this study is to analyze student perceptions of the success of an online accelerated Master’s in Educational Administration (MAEd) program through the lens of social presence by asking the following question: What are student perceptions of teaching and learning in an accelerated MAEd program? Forty-eight graduate students in an accelerated, one-year MAEd program were surveyed to identify their perceptions. Findings from the study indicated that emotional expression, open communication, and group cohesion were key elements in student perceptions of teaching and learning in their online MAEd program.  \nKeywords: online learning, graduate program, perceptions, higher education, social presence  \nNeed for the Study  \nDue to the growth of extended learning and online program offerings in higher education, prospective Master of Educational Administration (MAEd) students have many options when selecting where and how they will earn their degrees. In particular, students who enroll in MAEd programs are often busy, full-time professionals whose responsibilities venture beyond the typical work day (Jaggars, 2016; Kaifi, Mujtaba, & Williams, 2009) . As universities struggle to meet the growing need for alternative programs and to compete in a rapidly changing higher education landscape, it is important to consider how these adult learners experience their own education when developing university programmatic choices that better serve graduate students (Fedynich, K. Bradley, & J. Bradley, 2015). One avenue for exploring the intersection of students’perceptions of online teaching and learning and programmatic choices is through the use of the social presence model (Rourke, Anderson, Garrison,& Archer, 1999) .  \nThis paper applies a bold organizational model to a traditional program survey as a way to analyze students’perceptions of online teaching and learning experiences. In addition, this analysis couples the focus on technology of today’s information age with the notions of diversity and social justice prevalent in our global society. We did so as a means to provide a rich opportunity for improved program and leader development through the examination of future educational leaders’perceptions of their own learning experiences. The research question posed was: What are student perceptions of teaching and learning in an accelerated MAEd program through the lens of social presence?  \nThe intent of the original survey was to better understand student perceptions of their MAEd online program. In addition, by using a community of inquiry framework coupled with the social presence model, data were collected to analyze overall social presence in the online MAEd program.  \nLiterature Review  \nThis review of the literature explores student experiences in online classes related to factors of social presence; it also includes course design elements, instructor–student engagement and interaction, and the humanizing elements of voice and video. Drawing from research that  \nanalyzes equity gaps in online education, implications for social justice and leadership also begin to emerge (Kaupp, 2012; Kumi-Yeboah, 2018; Wood, 2015) . Due to the achievement gap between successful learning experiences in face-to-face versus online courses, questions have arisen concerning the best ways to engage students, which course design features encourage persistence and lead to success, and the impact of teacher– student and student–student interaction. Taken together, these studies provide clues as to how social presence may be a key factor in students’experiences of online programs.  \nMany studies have examined the state of online courses (e.g., Jaggars, 2016; Johnson, Mejia, & ","cbCaih4FbQDqOJu6","https://ap.wps.com/l/cbCaih4FbQDqOJu6","pdf",1028736,27,"English","# Need for the Study\n# Literature Review\n## Social Presence\n## Community of Inquiry Framework","[{\"question\":\"What theoretical lens guided the analysis?\",\"answer\":\"The study used the social presence model, discussed alongside the community of inquiry framework to interpret online learning experiences.\"}]","Student Perceptions of an Accelerated Online Master’s in Education Administration Program Through the Lens of Social Presence | PDF",1792094954,68]