FOSTERING SOCIAL ENGAGEMENT IN ONLINE LEARNING: LESSONS FROM AN ADULT ESL PROGRAM IN FLORIDA

Abstract

The COVID-19 pandemic catalyzed a significant shift in education, highlighting the necessity of enriched social aspects within online learning environments. This study investigates the potential of the internet and related technology to function as effective social infrastructure in online education. During the pandemic, students encountered mental health challenges due to the abrupt transition from in-person to online learning, emphasizing the importance of social connections. This research applies Bielaczyc's social infrastructure framework to an adult English as a Second Language (ESL) program in Walton County, Florida, which swiftly adopted online learning amid the pandemic. The framework comprises four interconnected dimensions: cultural beliefs, practices, socio-techno-spatial relations, and interaction with the outside world. We explore the application of this framework to the online ESL program, wherein Zoom and the internet serve as the primary technology-based learning tools. By investigating how these dimensions operate collectively, the study sheds light on effective strategies to integrate technology-based learning tools while nurturing a conducive social infrastructure. This research contributes to the existing literature by offering a practical perspective on employing Bielaczyc's framework in the context of pandemic-induced online education