Strategies for Enhancing Social Presence and Well-Being in Online Learning: A Conceptually Led Systematic Literature Review
, Trina MyersThis study investigates the underexplored interdependence of social presence and well-being in online learning. It aims to clarify their reciprocal relationship and identify technology-enabled strategies that support both constructs, along with the associated challenges and support factors, to help educators design socially engaging and well-being supportive online environments.
Despite the recognised importance of social presence and well-being for engagement and collaboration in online learning, existing research largely examines these constructs in isolation, resulting in fragmented understandings of how they jointly influence learning experiences. Moreover, there is a notable lack of systematic reviews that synthesise technology-enabled strategies designed to support both simultaneously. Together, these gaps leave e-learning designers without a unified, evidence-based framework, leading to design decisions guided more by intuition than by evidence.
A two-phase design was employed: a narrative literature review to develop a preliminary conceptual framework linking social presence and well-being, followed by a systematic literature review (SLR) using hybrid inductive–deductive analysis to synthesise strategies, support factors, and challenges from empirical studies published between 2019 and 2025 across ACM Digital Library, IEEE Xplore, Web of Science, and Scopus.
This study contributes by (1) proposing a preliminary conceptual framework that advances understanding of social presence, well-being, and their mutual reinforcement, and (2) offering practical insights into technology-enabled strategies and associated challenges for holistic online learning design.
Social presence and well-being are mutually reinforcing constructs underpinning engagement and collaboration in online learning. A key conceptual contribution of this study is the development of a unified framework that maps the reciprocal influence between these constructs, thereby addressing a gap in fragmented prior research. Phase 2 synthesized empirical evidence to identify six technology-enabled strategies, visualization, real-time interaction, social connectivity, personalization, proactive support, and interactive environments, that support both constructs. The study also highlights practical implementation challenges, including technical barriers, learner engagement, pedagogical alignment, ethical considerations, and staff training needs.
Practitioners should intentionally integrate strategies that support both social presence and well-being, while anticipating implementation challenges, to foster meaningful connection and engagement in online learning.
Researchers should examine social presence and well-being as interdependent constructs to capture their dynamic interplay, providing richer insights into learners’ experiences and guiding the development of more effective online learning communities.
By highlighting the interdependence of social presence and well-being, this study informs the design of supportive online learning environments that foster inclusion, emotional stability, and meaningful engagement.
Future research should empirically test the preliminary conceptual model, investigate cascading effects between social presence and well-being, and evaluate how new technologies can be ethically and effectively leveraged to enhance both constructs.
Back