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What are teacher beliefs about social emotional learning in a synchronous webcam-enabled online higher education learning environment?

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What are teacher beliefs about social emotional learning in a synchronous webcam-enabled online higher education learning environment?

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TEACHER
BELIEFS
ABOUT
SOCIAL
EMOTIONAL
LEARNING

1

WHAT ARE TEACHER BELIEFS ABOUT SOCIAL EMOTIONAL LEARNING IN A
SYNCHRONOUS WEBCAM-ENABLED ONLINE
HIGHER EDUCATION LEARNING ENVIRONMENT?

by

Gregory Michael Cleave

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2017

Copyright 2017 Gregory Michael Cleave

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Dedication

I want to dedicate this project to my family. First, I want to thank my mom, Maureen
Cleave, for the numerous overnight visits to her house during my weekend classes. I am grateful
for you always creating a sense of importance in my education. From a young age, you always
made it clear that you would give the shirt off of your back to make sure I would have the
opportunity to go to college. Look at me now, Ma.
For my four children, Ashlyn, Addison, Kenzie, and Dane, I want to make sure you all
know and understand how much I love you all. Working so hard over the last three years and
spending so much time away from home was done in an effort to create the best life possible for
each of you and your mom. Daddy is done with school, and you will now be my focus moving
forward.
Ultimately, none of this would be possible without the endless love and support of my
wife, Jennifer. You have been by my side through every educational and career choice. You are
my biggest cheerleader, my biggest supporter, my rock, and I am eternally grateful for you being
in my life. You never complained about my time away from home and family, and that did not
go unnoticed. Thank you for your patience and I promise that this is my terminal degree. I love
you Jenn.

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Acknowledgements
I would like to express my sincere appreciation to Dr. Corinne Hyde for serving as my
Dissertation Chair and for guiding me through the long process. Her ability to support my
efforts from afar through a webcam-enabled process proves the effectiveness that online learning
can have. Dr. Hyde constantly amazed me with her ability to balance a higher education
professional career and maintain a close connection and presence with her young family. She
constantly reminded me through her actions that a family and career can be balanced, and for
that I am grateful. Thank you Dr. Hyde.
I would also like to thank Dr. Jenifer Crawford for participating as a committee member.
Dr. Crawford was the first professor I encountered in my program at USC, and her positive
attitude and encouraging approach provided the perfect jumping-off point to my journey.
I am extremely grateful to Dr. Kate Dampier for her tireless editing sessions and
inspirational chats to give me the ideas and organizational structure to write numerous papers.
You are my muse, Kate, and I thank you.
In addition, I would like to thank Dr. Steve Behar for participating as a committee
member and for being a great friend. I owe it to Dr. Behar for encouraging me to enroll in the
doctoral program at USC, and for always being an essential support system throughout my time
in classes and during the dissertation process. I want to genuinely thank you Steve for
everything you have done to support my journey. Fight on!

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Table of Contents
Dedication 2

Acknowledgements 3

List of Tables 6

List of Figures 7

Abstract 8

CHAPTER ONE: OVERVIEW OF THE STUDY 9
Background of the Problem 10
Statement of the Problem 11
Purpose of the Study 11
Significance of the Study 12
Organization of the Study 12

CHAPTER TWO: REVIEW OF THE LITERATURE 14
Introduction 14
Social Emotional Learning 15
History and Background of Social Emotional Learning 16
Development of the study of Social Intelligence 17
Development of the study of Emotional Intelligence 18
Impact on Education of Social Emotional Learning 21
Outcome Studies of Social Emotional Learning 24
Impact of Social Emotional Learning on Higher Education 27
Online Learning 34
Online Learning and Instruction 34
Synchronous Online Learning 38
Social Presence in Online Learning 40
Social Emotional Learning in an Online Setting 41
Conceptual Framework 43
Summary 44

CHAPTER THREE: METHODOLOGY 46
Sample 46
Setting 47
Participants 48
Data Collection and Instruments/Protocols 48
Interviews 49
Observations 50
Data Analysis 51
Limitations and Delimitations 52
Credibility and Trustworthiness 52
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Ethics 53

CHAPTER FOUR: FINDINGS 54
Participants 55
Peter 56
Interview with Peter 57
Observation of Peter’s class 64
Peter in Summary 66
Marcy 68
Interview with Marcy 68
Observation of Marcy’s class 75
Marcy in Summary 77
Heather 80
Interview with Heather 80
Observation of Heather’s class 88
Heather in Summary 89
Conclusion 91

CHAPTER FIVE: CONCLUSIONS 93
Summary of Findings for Research Question #1 93
Summary of Findings for Research Question #2 94
Summary of Findings for Research Question #3 97
Limitations and Delimitations 98
Recommendations for future research 99
Implications 100
Conclusion 102

References 104

Appendix A 113

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List of Tables
Table 1: Interviews 50
Table 2: Observations 50

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List of Figures
Figure 1: The Five-Step process of Social, Emotional, Ethical, and Academic Education 24
Figure 2: Conceptual model illustrating system-wide SEL in educational settings 25
Figure 3: The CASEL Social and Emotional Learning Core Competencies Framework 26
Figure 4: Model of Social and Emotional Development 28
Figure 5: Framework of Technological Pedagogical Content Knowledge 35

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Abstract
Electronic learning, or e-learning, is a growing and complex sector of education. This research
proposal investigated teacher beliefs related to the use of social emotional learning strategies
within a synchronous webcam-enabled online learning environment. Combining a framework
for social emotional learning with one that aimed to describe effective teaching with technology,
this qualitative case study examined several research questions. These questions included: (a)
What are teacher beliefs about social emotional learning in a synchronous webcam enabled
online higher education learning environment? (b) Do teachers believe that synchronous webcam
enabled online learning environments impact the ability to implement social emotional learning
strategies in a higher education setting, and if so, how?; and (c) What additional supports and
resources do higher education teachers believe would help support their ability to implement
social emotional learning strategies? Data collection procedures included structured interviews
with online instructors as well as observations of each of their virtual-classroom lessons. There
was a targeted focus to expand understanding and the impact of the use of social emotional
learning within a synchronous webcam-enabled online learning environment.

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CHAPTER ONE: OVERVIEW OF THE STUDY
The world of higher education maintains an obligation to serve society in fundamental
ways that impact the greater good for the public (Chambers & Burkhardt, 2015). While the
approach from the numerous institutions may differ, the goal of producing graduates who can be
contributing members of society remains consistent. One concept that has emerged that explores
the effort to create this greater good among the individuals being served is referred to as social
emotional learning (SEL). SEL is the recognized term that refers to the foundational skills,
attitudes, and behaviors that facilitate the development of key intrapersonal and interpersonal
skills that help promote school engagement and set the stage for later success in life (Stavsky,
2015).
SEL in the broadest sense of the term has moved toward the goal of promoting social
competence for individuals in our society (Elias, Parker, Kash, Weissberg, & O’Brien, 2008)
within the context of caring, safe, well-managed and participatory learning environments (Zins &
Elias, 2007). When it comes to learning and mastering social and emotional skills, it is
considered to be similar to the acquisition of other academic skills in that the effect of initial
learning is enhanced over time to address increasingly complex tasks and situations (Greenberg,
Weissberg, O’Brien, Zins, Fredericks, Resnik, & Elias, 2003).
Within the ever-changing world of technology, the use and delivery of educational
content through varied technological mediums have continued to evolve (Salmon, 2013). One of
the great attractions of online learning has been its improved efficiency and effectiveness, but
also the promise to open access to aspects of learning previously hidden or beyond reach
(Salmon, 2013). This study explored teacher beliefs related to the use and delivery of social
emotional learning strategies within a synchronous webcam-enabled online higher education
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learning environment. Within this chapter, background information is provided for the current
problem, the problem being studied is clearly stated, the intended purpose is provided along with
the significance of the study, and also an explanation of how the study was organized.
Background of the Problem
Specific to higher education settings, limited research exists detailing the impact and use
of social emotional learning (SEL) strategies, although the skills embedded in SEL are those
regularly desired by employers (Dymnicki, Sambolt, & Kidron, 2013; May & Carter, 2012; Seal,
Miguel, Alzamil, Naumann, Royce-Davis, & Drost, 2015). SEL is the framework that explains
the process of acquiring and applying the knowledge, attitudes, and skills needed to recognize
and effectively manage emotions; developing empathy for others; making responsible decisions;
establishing positive relationships; and capably handling challenging situations (Collaborative
for Academic, Social, & Emotional Learning, 2005; Zins & Elias, 2007).
SEL has emerged as a term from a wide range of sources and research that indicates that
student proficiency in these areas often correlates with higher academic and personal adjustment,
whereas students with lower levels of proficiency experienced greater personal, interpersonal,
and academic challenges (Seal et al., 2015; Zins & Elias, 2007). Seal et al. (2011) asserted the
benefits of a dedicated focus to SEL in the higher education setting, which may better prepare
students for the dynamic and ever-changing world and provides the commonality of research to
support the current problem targeted for this study.
In addition to the SEL focus for this study, the incorporation of online learning
instruction was also investigated as a key principle. Mishra and Koehler (2006) provide a
framework for educational technology and explore how teachers infuse technology into their
pedagogical practices. Through the purposeful use of technology, instructors utilize what Mishra
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and Koehler (2006) call Technological Pedagogical Content Knowledge (TPCK). Within the
category of online learning, synchronous online learning exists through a platform of a live and
in-person instructor with live and in-person students. Often times, this is accomplished through
the use of webcam-enabled media. The impact of SEL within a synchronous webcam enabled
online learning environment in a higher education setting is a specified field that has had very
little attention or research, which is what drove the purpose for this study.
Statement of the Problem
While significant research has been done exploring the topic of social emotional learning,
(CASEL, 2015; Greenberg et al., 2003; Stavsky, 2015; Zins & Elias, 2007;) there are limited
research studies using higher education environments. Further, there exists even less research
regarding SEL use and subsequent beliefs within online learning environments at a higher
education level, which was the targeted focus of this study.
Purpose of the Study
The purpose of this study was to examine teacher beliefs regarding the use of social
emotional learning in a synchronous webcam-enabled online higher education learning
environment. The study explored if and how SEL strategies were being utilized, teachers’
thoughts and beliefs specific to SEL, and what supports or strategies may be needed to provide
for implementation and use of the strategies. The research questions were:
1. What are teacher beliefs about social emotional learning in a synchronous
webcam enabled online higher education learning environment?
2. Do teachers believe that synchronous webcam enabled online learning
environments impact the ability to implement social emotional learning
strategies in a higher education setting, and if so, how?
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3. What additional supports and resources do higher education teachers believe
would help support their ability to implement social emotional learning
strategies?
Significance of the Study
The research that exists in the area of social emotional learning within a higher education
setting is extremely sparse, which was a major contributing factor to the need for the current
research questions and study. This study is important because there is not a large body of
research within this targeted subject, but this study could have a tremendous impact on the field
of higher education, specifically as it relates to synchronous webcam-enabled online learning
environments. SEL programming can be effective when an organization programmatically
focuses on the five interrelated sets of skills: self-awareness, self-management, social awareness,
relationship skills, and responsible decision-making (CASEL, 2015; Durlak, Weissberg,
Dymnicki, Taylor, & Schellinger, 2011; Dymnicki et al., 2013; Zins & Elias, 2007). The
findings of this study may be able to inform policies and procedures within a higher education
setting and create pathways to incorporate social emotional learning strategies into the teaching.
In addition, the growing amounts of e-learning opportunities found within a higher education
setting provide a natural backdrop and basis for the current study.
Organization of the Study
This study was organized with several chapters to follow. Within chapter two, a review
of literature attempts to explore the research that existed for social emotional learning, as well as
a review of the research for online learning, specifically as it related to synchronous online
learning. In addition, the relevant research that exists for the intersection of these two topics was
presented. In chapter two, the gaps that exist within the research were revealed and helped to
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inform this study. Chapter three provides the methodology for the current study as the platform
from which to answer the research questions. Chapter four presents the results and conclusions
from the research conducted. Finally, chapter five provides a summary of the findings in an
effort to answer the research questions, the implications for practice, and recommendations for
future research.

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CHAPTER TWO: REVIEW OF THE LITERATURE
Introduction
In order to understand teacher beliefs about social emotional learning within a
synchronous webcam-enabled online higher education learning environment, a literature review
was completed. This chapter provides an overview of the literature specific to social emotional
learning, online learning, and the intersection of social emotional learning within a higher
education online learning environment. Each section of the chapter begins with an overview of
the topic and then narrows within the specific topics based on the existing research. In addition,
this chapter will provide a theoretical framework by organizing and synthesizing the research
that on the given topics in order to answer the following research question:
1. What are teacher beliefs about social emotional learning in a synchronous
webcam enabled online higher education learning environment?
2. Do teachers believe that synchronous webcam enabled online learning
environments impact the ability to implement social emotional learning
strategies in a higher education setting, and if so, how?
3. What additional supports and resources do higher education teachers believe
would help support their ability to implement social emotional learning
strategies?
An examination and review of the literature that exists for this topic will occur within this
chapter. First, a review of social emotional learning will occur that includes the history and
connected areas of study. Second, a review of the educational impact of social emotional
learning will follow. Third, outcome studies related to the use and implementation of social
emotional learning will be presented. Fourth, there will be a review of the impact of social
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emotional learning within a higher education setting. Fifth, an overview of the research that
exists for online learning will take place. Sixth, online learning and instruction, specifically
within a synchronous online learning environment will take place. Finally, a review of the
research that exists for social emotional learning strategies occurring within an online setting will
be introduced as a way of synthesizing the two topics and exploring the relationship that may be
present.
Social Emotional Learning
Through the years, the terms used to refer collectively to a wide range of nonacademic
skills, attitudes, and behaviors have gone by a number of different names, each with their own
definitions: intermediary outcomes, noncognitive skills, soft skills, emotional intelligence,
resiliency, 21
st
century skills, and, most recently, grit (Stavsky, 2015). While social and
emotional competencies are a set of skills that define many of these terms, the term social and
emotional learning (SEL) has become the umbrella term for this entire set of skills, attitudes, and
behaviors (Stavsky, 2015). Recently, a number of research consortia and other organizations
have developed frameworks that seek to identify and define these SEL competencies.
Social and emotional learning (SEL) has become the recognized term to refer to the
foundational skills, attitudes, and behaviors that facilitate the development of key intrapersonal
and interpersonal skills that help promote school engagement and set the stage for later success
in life (Stavsky, 2015). SEL in the broadest sense of the term has moved toward the goal of
promoting social competence for individuals in our society (Elias, Parker, Kash, Weissberg, &
O’Brien, 2008) within the context of caring, safe, well-managed and participatory learning
environments (Zins & Elias, 2007).
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Within this section, social emotional learning will be explored though a historical
context. Specifically, an investigation to the origin of the term social emotional learning, and its
connectedness to social intelligence and emotional intelligence will be investigated. In addition,
the research for social emotional learning will be presented in the context of its impact within
education, outcome studies, and the impact of social emotional learning in a higher education
setting.
History and Background of Social Emotional Learning
In order to understand and connect the importance of social emotional learning to the
current research questions, it is vital to explore the history and development of social learning in
order to provide the appropriate context. Social emotional learning (SEL) is the framework that
explains the process of acquiring and applying the knowledge, attitudes, and skills needed to
recognize and effectively manage emotions; developing empathy for others; making responsible
decisions; establishing positive relationships; and capably handling challenging situations
(Collaborative for Academic, Social, & Emotional Learning, 2005; Zins & Elias, 2007). SEL
has emerged as a term from a wide range of sources and research that indicates that student
proficiency in these areas often correlates with higher academic and personal adjustment,
whereas students with lower levels of proficiency experienced greater personal, interpersonal,
and academic challenges (Seal et al., 2015; Zins & Elias, 2007).
According to Elias (1997) SEL is the process of acquiring competencies as a means of
managing emotions, setting and achieving positive goals, appreciating other’s perspective,
establishing and maintaining positive relationships, making responsible decisions, and handling
interpersonal situations constructively. Greenberg et al. (2003) showed that the acquisition of
these competencies through SEL instruction provides for better measures of adjustment, higher
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academic performance, more positive social behaviors, fewer conduct problems, less emotional
distress, and improved test scores and grades. According to the Collaborative for Academic,
Social, and Emotional Learning (CASEL, 2015) SEL programming is based on the
understanding that the best learning emerges within the context of supportive relationships that
make learning challenging, engaging, and meaningful.
Despite the implied importance, a majority of American students are still being assessed
as deficient in these critical skill areas. Within a national sample of sixth to twelfth graders, only
29%–45% of surveyed students reported that they had social competencies such as empathy,
decision-making, and conflict resolution skills (Durlak et al., 2011). When it comes to learning
social and emotional skills, it is considered to be similar to the acquisition of other academic
skills in that the effect of initial learning is enhanced over time to address increasingly complex
tasks and situations (Greenberg et al., 2003).
As it relates to the current research question, the inclusion or focus on social emotional
learning within a higher education setting often does not get addressed, despite awareness and
research to support the positive impact (Seal, Naumann, Scott, & Royce-Davis, 2011). Social
emotional learning has developed and evolved from a number of targeted areas of research,
including social intelligence and emotional intelligence, which will now be explored.
Development of the study of Social Intelligence. Social emotional learning is rooted
within the concept of social intelligence. The term social intelligence originated with Thorndike
(1920), and the term referred to a person's ability to understand and manage other people, and to
engage in adaptive social interactions. Thorndike and Stein (1937) examined responses to the
George Washington Social Insight Test and other measures of social intelligence. They
concluded that whether there is any unitary trait corresponding to social intelligence remains to
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be demonstrated but not that this demonstration would be impossible. According to Seal et al.
(2011) social intelligence may be defined as the ability to understand others, manage people, and
act wisely in social contexts.
Gardner (1983) coined the phrase Multiple Intelligences and identified 8 domains in
which people may exhibit special abilities: logical-mathematical, linguistic, musical, spatial,
bodily kinesthetic, interpersonal, intrapersonal, and naturalistic. Gardner proposed that across
these 8 intelligence domains, individuals possess a unique blend of abilities that work together to
support skill development and problem solving. He believed that intelligence extended beyond
the traditional, single measure of an intelligence quotient (IQ). Gardner (1983) saw intelligence
as multidimensional and believed that it could be developed through one’s life through
experiences, challenges, and growth opportunities.
Specifically, as it relates to social intelligence, Gardner (1983) defined social intelligence
as the ability to get along well with others, and to get them to cooperate with you. It includes an
ability to build awareness to various situations and the social dynamics that govern them. In
addition to social intelligence, the concept of emotional intelligence also plays a key role in the
development of social emotional learning.
Development of the study of Emotional Intelligence. Another key component of social
emotional learning is linked to emotional intelligence. As the name implies, the concept of
emotional intelligence explores the terms of intelligence and emotion and their interrelatedness.
By defining the interrelatedness of intelligence and emotion, Salovey and Mayer (1990)
introduced the term emotional intelligence and described it as a form of social intelligence that
involves the ability to monitor one's own and others' feelings and emotions, to discriminate
among them, and to use this information to guide one's thinking and action. They sought to
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combine the ideas that emotion makes thinking more intelligent and that one thinks intelligently
about emotions (Mayer & Salovey, 1997).
Within their research, Salovey and Mayer (1990) found that individuals who have
developed skills related to emotional intelligence are able to understand and express their own
emotions, recognize emotions in others, regulate affect, and use moods and emotions to motivate
adaptive behaviors. They suggested that emotional intelligence may provide a framework for
organizing one’s personality, but they did not yet have a metric or test to measure this proposed
concept. At the time of their research, Salovey and Mayer (1990) acknowledged how little had
been studied on the topic of emotional intelligence and were uncertain about the implications for
the impact, although they predicted the potential for positive outcomes in schools who focused
on developing emotional intelligence.
Following the lead of the research done by Salovey and Mayer (1990), Goleman (1996)
expanded on the study of emotional intelligence, which eventually led to the development of the
framework of understanding for social emotional learning. Goleman (1996) broke emotional
intelligence down into 5 distinct components: self-awareness, self-regulation, internal
motivation, empathy, and social skills. He further explained emotional intelligence within the
context of an individual learning how to recognize, manage, and harness their feelings;
empathizing; and handling the feelings that arise within relationships through explicit instruction
and targeted development, Goleman (1996) argued that these skills could grow and develop,
which in turn would raise an individual’s overall emotional intelligence.
The research contained a strong focus on the role of emotion, or affect, and how it
impacted everyday behaviors like reasoning and decision-making (Goleman, 1996). Goleman
(1994) presented the ideas that empathy and social skills are social intelligence, the interpersonal
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part of emotional intelligence. Further research expanded on the work of Goleman and led to the
development of a wide range of tools designed to measure emotional and social competencies.
Bar-On (2006) provided a theoretical framework for the concept of emotional-social
intelligence (ESI). A major portion of his research led to the development of the Emotional
Quotient Inventory (EQ-i) in 1996 as a tool to conceptualize his model of interrelated emotional
and social competencies. The EQ-i was a 133 item, self-reporting measure of emotionally and
socially intelligent behavior, which aims to establish an individualized estimate of ESI. Bar-On
(2006) developed 5 composite scales, which included: intrapersonal, interpersonal, stress
management, adaptability, and general mood. The EQ-i was also comprised of an additional 15
subscales, with an intended goal of predicting psychological well-being, revealing more about
emotionally and socially intelligent behavior, and provide a deeper understanding of the ESI
construct.
Results from several studies that have utilized the EQ-i within educational settings have
confirmed the capability of identifying and predicting the individuals who will do well
academically, and those who will lag behind (Bar-On, 2006). The findings from Bar-On (2006)
revealed that ESI encompasses a wide array of interrelated emotional and social competencies,
and also serves as a reliable predictor of human behavior and performance across a wide range of
skills and tasks.
In reference to the work from Bar-On (1995), Cohen (2006) points out that the research
has shown that social and emotional capacities are just as brain-based as linguistic and
mathematical competencies. Bar-On (2003) also found that children who participate in a
targeted social emotional learning program are better able to understand and express themselves,
understand and relate to others, manage their emotions, and solve interpersonal problems.
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In another study that explored the relationship between emotional, social, and cognitive
intelligence competencies within a higher education setting Boyatzis (2009) conducted a 20-year
review of 17 longitudinal studies. The goal of the research was to address these competencies
through focused teaching methods, as the belief is that these skills can be developed in adult
populations. Boyatzis (2009) described competencies as an individual’s ability to use knowledge
and to make things happen. The three major competencies that came from the research included:
cognitive intelligence in the form of systems thinking, emotional intelligence in the form of
adaptability and social intelligence in the form of networking. The longitudinal study utilized a
wide range of sampling tools including: The Learning Skills Profile, The Critical Incident
Interview, The Group Discussion Exercise, The Presentation Exercise, The Self-Assessment
Questionnaire, the External Assessment Questionnaire, The Emotional Competence Inventory,
and the ECI-U (Boyatzis, 2009). The limitations of the longitudinal analysis centered on the
potential effect of the various cohorts being followed, and also the change in testing tools and
methods.
In summary, Boyatzis (2009) showed that many of the desired competencies could be
explicitly taught and developed among the higher education students, which is also supported in
other research (Cohen, 2006; Durlak & Weissberg, 2011; Elias et al., 2008). A further look into
the impact of social emotional learning within the educational arena was essential to build the
basis for answering the research questions of the current study.
Impact on Education of Social Emotional Learning
Consideration of the impact of social emotional learning within the educational realm
must also be considered as a relevant component of the current research questions. The inclusion
of social emotional learning in schools has been shown to increase learning and improve
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academic outcomes (Durlak & Weissberg, 2011, Elias et al., 2008; Wang, Haertel, & Walberg,
1997; Zins & Elias, 2007). When a focus is put on creating an intersection of social emotional
learning and academic achievement, potential for success is maximized as shown through
developing social-emotional competence in order to develop success within school life (Zins &
Elias, 2007).
Research has shown that beyond just academic performance, SEL can positively impact
physical health, citizenship, job-readiness skills and can also reduce maladjustment, reduce
substance abuse, and create greater overall happiness (Elias, 1997; Zins, Bloodworth, Weissberg,
& Walberg, 2004). The case is often made that SEL interventions and supports should be
introduced and included into the curriculum for schools in ways that create fidelity and
sustainability (Zins & Elias, 2007). Research (Elias et al., 2008; Zins et al., 2004) supports the
idea that successful academic performance by students is dependent on:
1. Students’ social-emotional skills for participatory competence
2. An approach to education with a sense of positive purpose
3. The presence of safe, supportive classroom and school climates that
foster respectful, challenging, and engaging learning communities
The longitudinal research also supports the notion that social and emotional competencies are
predictive of children’s ability to learn and solve problems nonviolently (Elias et al., 2008; Zins
et al., 2004). These concepts highlight the point that learning for students is facilitated or
hindered directly by relationships and interactions with teachers and peers (Elias et al., 2008).
Additional research exists that supports the inclusion of social emotional learning in
schools. Weissberg and Cascarino (2013) advocate for a systematic integration of social and
emotional learning into public schools across the United States. Much of their research and
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recommendations are linked to the Collaborative for Academic, Social, and Emotional Learning
(CASEL), which is an organization that is at the forefront for SEL promotion and research. The
authors frame their position around five competencies, which include: self-awareness, self-
management, social awareness, relationship skills, and responsible decision-making. Weissberg
and Cascarino (2013) assert that these skills can assist in developing competencies in all types of
schools and academic environments, and strengthen the development of 21
st
century learners.
Currently, social and emotional learning is situated at the periphery for K-12 education,
but national attention and interest has increased the awareness and need for implementation and
inclusion. As research continues to support the use of social and emotional learning strategies,
funding and systematic implementation is a key component.
Additional studies that support the push for systematic inclusion of social emotional
learning within the educational system include Cohen (2006) who argues for the shifted
educational goal of prioritizing academic learning in parallel with social, emotional, and ethical
competencies. Steeped in the idea that social-emotional skills, knowledge, and disposition
provide the basis for democracy and an improved quality of life, Cohen (2006) lays out an ideal
where a social, emotional, ethical, and academic education would be a basic human right for
students, and anything short of that would be considered social injustice. Cohen (2006) makes it
clear that the push for systematic SEL instruction and promotion is best addressed though the
creation of a climate for learning filled with social-emotional competencies. As seen in Figure 1
below, a five-step process of a social emotional academic education is presented.

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1. Initial planning, discovery, and community-building
2. Creating a climate for learning or systemic interventions designed to foster safe,
caring, participatory, and responsive schools, homes, and communities
3. Creating long-term school-home partnerships
4. Pedagogy, or the process of teaching students to become more socially and
emotionally competent and ethically inclined
5. Evaluation
Figure 1. The Five-Step process of Social, Emotional, Ethical, and Academic Education.
(Cohen, 2006).
Cohen (2006) reported the expressed opinion of the majority of American people in that
the primary purpose of public schooling is to prepare children to become effective and
responsible citizens. Cohen (2006) argued that in order to effectively accomplish this goal, all
students must have the access and opportunity to develop the social-emotional competencies
needed to establish the foundation of a responsible citizen. An exploration into several outcome
studies for social emotional learning will now be explored in the next section.
Outcome Studies of Social Emotional Learning
In order to determine the effectiveness of targeted social emotional learning programs,
the research in this area must be reviewed and analyzed. One such study within this area of
research is Oberle, Domitrovich, Meyers, and Weissberg (2016), who provided a synthesis of the
current state of research that exists for social emotional learning (SEL), with a targeted focus on
schools within the United States. The underlying concept to be supported with the current
review of literature is the introduction and support of a school-wide approach to SEL. Oberle et
al. (2016) provided a strong base of literature and research to support the idea of providing
school-aged children with explicit opportunities to learn, acquire, and practice the social
emotional skills and competencies needed to be successful in life. Despite the strong base of
support within the research, SEL does not always get the dedicated time and attention needed for
successful delivery and implementation.
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Oberle et al. (2016) showed how the delivery of SEL can facilitate effective
communication with peers and teachers, assist in achieving academic goals, and increase the
motivation needed to learn. The study pointed out the deliberate aspect of the term learning
contained within SEL, as it needs to be deliberate and purposeful, much the same as the attention
and efforts given to the core academic subjects within schools. Oberle et al. (2016) provided the
basis of the conceptual framework for schoolwide SEL instruction that is modeled after the
Collaborative for Social, Emotional, and Academic Learning (CASEL, 2013,2015; Durlak,
2015) as seen below in Figure 2.

Figure 2. Conceptual model illustrating system-wide SEL in educational settings. (Oberle et al.,
2016).
Another source within the literature that promotes and supports the inclusion of social
emotional learning in schools is the CASEL framework. This framework highlights the
following components: five interrelated domains of cognitive, affective and behavioral
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competencies (seen below in Figure 3), short and long-term attitudinal and behavioral outcomes
targeting the development of competencies in five domains, coordinated strategies for
implementation, and state and federal policies and supports to foster SEL implementation
(Durlak, 2015). The framework is organized with an intended purpose of ensuring quality
implementation and creating successful outcomes.

Figure 3. The CASEL Social and Emotional Learning Core Competencies Framework.
Additional research, such as the meta-analysis from Durlak et al. (2011) of school-based
social and emotional learning (SEL) programs, has continued to lend evidence that SEL is
associated with and key to academic growth and success. After looking at 213 controlled
published and unpublished outcome studies involving over 270,000 students, Durlak et al. (2011)
found school-based SEL programs producing multiple positive outcomes and determined them to
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be one of the best strategies for fostering student development across a wide range of areas and
skills. Specifically, it was found that SEL programs led to significant improvement in students’
social and emotional skills, improved their attitudes about themselves and their schools, as well
as improving positive classroom behaviors.
In addition, the meta-analysis showed consistent academic skill development and gains in
academic achievement. The other major findings from the analysis of SEL programs revealed
the importance of implementation by existing staff, the need to follow evidence-based practices
to develop the new skills and the quality of implementation matters (Durlak et al., 2011).
The SEL research revealed the fundamental focus of fostering young people’s personal
and social development as a means of promoting growth and developing the skills needed to be
college and career ready. The research supported the notion that SEL programming enhances
students’ connection to school, improves classroom behavior, and raises academic achievement
at all educational levels (elementary, middle, and high schools) (Durlak et al., 2011). A
limitation of the current study indicated a need for further research within this area in order to
focus on deepening the understanding of the impacts of SEL programming, and determining how
systematic implementation might be achieved across the nation. The next section will
investigate what the research revealed as it relates to the impact of social emotional learning
within a higher education setting.
Impact of Social Emotional Learning on Higher Education
The literature for SEL has expanded the understanding of the concept, but there are still
many questions of how these concepts impact college-aged students, as limited research has been
conducted within this area. According to Seal et al. (2011) higher education is generally praised
for the ability to develop academic knowledge in their students, yet often criticized for not
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adequately preparing students for the broad types and roles and leaders that organizations need.
Seal et al. (2011) reveal that this gap can be filled by higher education institutions equipping
students with the social and emotional competencies needed through a purposeful social
emotional development (SED) approach. According to Seal et al. (2011), this SED approach
would provide a theoretical and practical framework to increase understanding and develop an
increased social and emotional capacity among higher education students. Figure 4 below
provides a visual representation of the Model of Social and Emotional Development (Seal et al.,
2011).

Figure 4. Model of Social and Emotional Development.
Another study that looked at the relationship between social emotional learning in a
higher education setting was completed by Wyatt and Bloemaker (2013), who provided an
overview of a university freshman seminar framed around the direct teaching of skills in social
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and emotional competences. Specifically, the authors discuss direct instruction that centers
around five core components, which include: knowledge of emotions in self and others, self-
management, relationship skills, tolerance skills, and behavioral and perceptive flexibility.
Wyatt and Bloemaker (2013) made the assertion that research supports the importance of the role
of social emotional learning as it relates to academic achievement, but little attention has been
given to research on the development of SEL curricula in higher education programs. Although
the article utilized a wide range of specific techniques to be used to incorporate SEL strategies,
there was no specific data in the form of interviews or survey results to strengthen the argument
in favor of the use of SEL strategies.
Wang, Wilhite, Wyatt, Young, Bloemaker and Wilhite (2012) conducted a quantitative
research study consisting of the integration of a social emotional learning curriculum into several
sections of a freshman seminar course at Widener University in Pennsylvania. The researchers
utilized the term emotional intelligence as the basis for predicting a positive relationship to
academic performance and overall adjustment among higher education students. Within
emotional intelligence, Wang et al., (2010) sought to look at the specific behaviors of self-
awareness, attunement to the emotions of others, self-management, and interpersonal
relationship skills. Wang et al. (2012) utilized the Widener Emotional Learning Scale (WELS)
as a self-administered survey inventory in order to assess the emotional competence of the higher
education participants. The study suggested a positive correlation between having access to
social emotional learning curriculum and developing the competency for the desired skills,
which may lead to an increase in academic achievement. One limitation of the study was the
quasi-experimental nature of the research design. Participants may have had an increased
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interest in social emotional learning competencies and this may have made them more eager to
participate in the freshman seminar offering this curriculum.
Wang, Young, Wilhite, and Marczyk (2010) conducted a quantitative research study
consisting of a wide range of self-reporting rating scales with undergraduate and graduate
students from a private institution located in northeastern U.S. The researchers utilized the term
emotional intelligence as the basis for predicting a positive relationship to academic performance
and overall adjustment among higher education students. Within emotional intelligence, Wang
et al., (2010) sought to look at the specific behaviors of self-awareness, attunement to the
emotions of others, self-management, and interpersonal relationship skills. Wang et al. (2010)
set out to develop a new scale to measure the social and emotional competence in a higher
education environment, called the Widener Emotional Learning Scale (WELS).
The study used a self-reported 33-item rating scale, which assessed the five components
previously mentioned: awareness of emotions in self and others, tolerance for difference or
conflict, interpersonal relationship skills, flexibility in perspective-taking and behavior, and self-
management skills. The sample was limited to one university and only included a few hundred
participants, so future studies may include a broader pool of participants across several different
higher education settings (Wang et al., 2010).
Parker, Duffy, Wood, Bond, and Hogan (2005) conducted a research study in which they
explored the correlation between emotional intelligence and academic success among first-year
full-time students at four separate American universities. The researchers utilized the term
emotional intelligence as the basis for predicting a positive correlation to academic success
among the participants. To survey the fourteen hundred participants within the study, Parker et
al. (2005) utilized the Emotional Quotient Inventory, which was developed as a model of
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emotional intelligence by Bar-On (1997, 2000, 2002). Emotional intelligence was framed
around recognizing and understanding one’s feelings, being able to adjust one’s emotions, and
resisting or delaying an impulse. Parker et al. (2005) suggested a strong correlation between
academic success and those respondents who showed high levels of intrapersonal, adaptability,
and stress management abilities. Parker et al. (2005) only looked at one academic year, and did
not track long-term effects of emotional and social competency as a predictor of academic
achievement in later years beyond the first year of study.
Parker, Summerfeldt, Hogan, and Majeski (2004) conducted a research study in which
they explored the correlation between emotional intelligence and academic success among first-
year full-time students at a small Ontario university. The researchers utilized the term emotional
intelligence as the basis for predicting a positive correlation to academic success among the
participants. To survey the several hundred participants within the study, Parker et al., (2004)
utilized the Emotional Quotient Inventory, which was developed as a model of emotional
intelligence by Bar-On (2006).
Emotional intelligence was framed around recognizing and understanding one’s feelings,
being able to adjust one’s emotions, and resisting or delaying an impulse. This study suggested a
strong correlation between academic success and those respondents who showed high levels of
intrapersonal, adaptability, and stress management abilities. As Parker et al. (2005) revealed, the
study only looked at one academic year, and did not track long-term effects of emotional and
social competency on academic success, so a lot of unknown correlational impacts remained.
Seal, Beauchamp, Miguel, and Scott (2011) presented a revised model with new
measures for social and emotional development within higher education. They described the
psychometric properties of the measure, using a sample of 632 freshman students at a small
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private university. Seal et al. (2011) defined social emotional development as the enhancement
of individual capacity to recognize and regulate emotional information and behaviors in order to
facilitate desirable social outcomes. In order to support the potential of developing broader
social and emotional skills of students within a higher education setting, the study introduced the
Social Emotional Development Inventory (SED-I).
This self-reporting measure established a baseline assessment, a framework for
understanding, and offered suggestions for potential social emotional development opportunities
in a higher education setting. The study may have been limited by the sample of freshman
surveyed within this particular higher education setting, and may need to be replicated on a
bigger scale to increase the validity and reliability beyond the current sample.
Dymnicki et al. (2013) made the case for the incorporation of social emotional learning
(SEL) into high school curriculum as a means of improving the college and career readiness of
the students. Their review of the research found that participation in SEL programs led to
improved attitudes toward self and others, positive social behavior, higher academic
performance, and a reduction in conduct problems and emotional distress (Dymnicki et al.,
2013). The authors believed that through an alignment of resources and measured outcomes, the
positive impact of SEL strategies can be had and result in students being better prepared for the
rigors of the work force and college life.
Seal et al. (2015) made an attempt to connect social emotional learning and the
development of professional skills within a higher education setting. Through the use of a self-
reporting survey instrument called the Personal-Interpersonal Competence Assessment (PICA),
the researchers attempted to contribute to the understanding of student development, specifically
related to the impact of social emotional learning. The use of this survey was developed from a
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previously utilized instrument called the Social Emotional Development Instrument (SED-I)
(Seal, Boyatzis, & Bailey, 2006; Seal et al., 2011). The results of the study from Seal et al.
(2015) indicated a variety of strengths and weaknesses present in individuals and served as a
guide for specific positive skill development, which provided the basis for the opinion of
continued incorporation of targeted social emotional skill development within the higher
education setting.
May and Carter (2012) conducted a study to determine the strength of connection
between social and emotional competencies (SEC) and team effectiveness within a higher
education classroom setting and also within the working world. Data was collected from 122
business undergraduates within a premier higher education institution in Malaysia. Through the
use of social and emotional inventory developed by Boyatzis and Goleman (1996, 2001) and
face-to-face interviews, the triangulated results of the study indicated that the twenty-one social
and emotional competencies had a positive association with team effectiveness and eight out of
the twenty-one competencies contribute significantly to the effectiveness of a work team. As a
result of the study, the researchers concluded that potential employers could use SEC as an
effective strategy for training and development in an effort to support effective teams and work
production. In order to be able to completely explore the current research questions, an
investigation of the literature that existed was performed in the area of online learning, and more
specifically, synchronous online learning. The next section will explore online learning,
synchronous online learning, and social emotional learning occurring within a synchronous
online setting.

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Online Learning
As technology continues to advance and develop, so too have the methods for educational
content delivery within a higher education setting. Salmon (2013) makes the point that millions
of words have been written about technology and the vast potential, but not much is written
about what the teachers and learners actually do online, how they interact, and how the learning
is impacted. The following sections will explore the research for online learning and instruction.
In addition, a more detailed review of the research related to synchronous online learning will
take place, and will be followed by a review of the limited relevant research that exists exploring
the intersection of social emotional learning within an online learning environment.
Online Learning and Instruction
In order to understand the world of online learning and instruction, it is vital to
investigate the relevant research that exists within this field. Mishra and Koehler (2006) provide
a framework for educational technology and explore how teachers infuse technology into their
pedagogical practices. Through the purposeful use of technology, instructors utilize what Mishra
and Koehler (2006) call Technological Pedagogical Content Knowledge (TPCK). The
researchers conducted a five-year study with a focus on professional development for teachers
and faculty within a higher education setting. The findings of the study revealed the impact of
the TPCK framework on improving pedagogical practice and training as it relates to the use and
integration of technology. This study provided an insight into the constant growth and
development of the technology that exists, and the need for educators to evolve with the changes
to optimize their skills and ability to deliver content to their students. Within an online setting,
Mishra and Koehler (2006) emphasized a need to explore technologies in parallel with the course
content in authentic contexts in order to maximize the connection. Figure 5 below provides a
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model of the model of the TPACK, which highlights the components of technical knowledge,
pedagogical knowledge, and content knowledge and also provides the relationships that exist for
these elements.

Figure 5. Framework of Technological Pedagogical Content Knowledge
Maor (2016) explored the use of the TPACK model (previously known as TPCK) in two
of his higher education e-learning courses in Australia in an effort to enhance his students’
ability to use technology in their learning and later in their professions. The study focused on
teaching students to become digital pedagogues who could integrate technology and pedagogy
and be more interactive teachers using the latest technologies. The study supported the use of
technological tools, such as iPads, ePortfolios, and eBooks, in an effort to enhance the students’
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learning experience and obtain students’ reflections on the course. To maximize students’
learning, TPACK was used in the design of the course, the learning activities, the assessment,
and it was also used as a framework to analyze the data. Results from the survey data found that
students increased their confidence and their understanding of the use of the different domains of
TPACK. Maor (2016) also found that the majority of the students became digital pedagogues
and took the opportunity to implement the TPACK model within their own classrooms.
A study from Rienties, Brouwer, and Lygo-Baker (2013) explored the learning
possibilities within a higher education setting using the TPACK model. The study included 73
members of an online teacher training program from nine higher educational institutions. Data
were gathered from the participants using the TPACK model and the Teacher Beliefs and
Intentions questionnaire using a pre and post test-design. The results of the study indicated that
TPACK skills increased substantially among the participants and provided the opportunity to
update their skills and expertise.
Benson and Ward (2013) used the TPACK profile as a framework for evaluating teaching
expertise in higher education. Using interviews and non-participant observation, the researchers
created individual TPACK profiles for three professors within a college of education in a large
Midwestern university. The study profiled the professors’ degree of Content, Technology, and
Pedagogical knowledge levels interact. Benson and Ward (2013) concluded that when
instructors' Technology Knowledge was defined solely as their ability to use various technology
tools, a balanced and integrated TPACK profile is unlikely. They found that instructors who are
able to explicitly articulate their understanding and application of Pedagogical Knowledge are
more likely to demonstrate TPACK integration.
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In an effort to explore and understand the vast world of online learning techniques and
strategies, Wallace (2003) conducted a review of the literature. Wallace (2003) found that since
the first entirely online course in 1981, there has been a vast expansion and development of
online courses. Within this study, two questions were explored:
1. What constitutes teaching in online classes?
2. What difference does the nature of subject matter make in online classes?
Wallace (2003) emphasized a point from Salmon (2000) that indicated the potential of the
technology that exists, but the limited amount of what is known related to what teachers and
learners actually do online. This study looked at student and student roles and interactions,
transactional distances, interaction, online collaboration and community, tools to support online
teaching and learning and social presence. Despite the wide range of topics covered in this
study, Wallace (2003) indicated the need within future research to be done to further the
understanding and impact of online education.
One study that looked at the factors for success for online distance learning in higher
education was completed by Cheawjindakarn, Suwannatthachote, and Theeraroungchaisri
(2012). This literature review analyzed 19 paper published from 2000-2012 in an effort to
determine the Critical Success Factors (CSFs) for online learning in a higher education setting.
The results supported the following five factors: 1. Institutional management, 2. Learning
environment, 3. Instructional design, 4. Services support, and 5. Course evaluation.
Cheawjindakarn et al. (2012) found that these factors contained the elements that enhance
efficiency of online learning courses within higher education institutions and helps to support the
academic success of online students. One limitation of this study was the exclusion of
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synchronous online learning opportunities, as the targeted focus was on asynchronous online
learning environments.
Within the category of online learning, synchronous online learning exists through a
platform of a live and in-person instructor with live and in-person students. Often times, this is
accomplished through the use of webcam-enabled media. The next section will detail and
explore the research in the area of synchronous online learning.
Synchronous Online Learning. One study involving the use of synchronous online
learning was conducted by McBrien, Cheng, and Jones (2009) as a qualitative study with
students from undergraduate and graduate courses enrolled in a virtual classroom course.
Through the use of open-ended survey questions, the authors were able to develop themes related
to the experiences of the students. McBrien et al. (2009) were interested in exploring student
experiences at the completion of a synchronous online learning course. It was reported that
students from the study often reported confusion from the simultaneous interactions and multiple
modes of communication within the online environment. McBrien et al. (2009) also found that
several students reported a reduction in their educational experience due to the lack of non-verbal
communication and difficulties with the technology. This may have been related to the lack of
use of a webcam, which is a potential limitation contained within the study. The authors
indicated the inability to generalize this study beyond the current sample, but encouraged further
exploration within the area of online learning environments, especially one that involves the use
of a webcam for the instructor and student.
Wang, Sierra, and Folger (2003) examined online learning communities among a diverse
group of graduate-level adult learners. The participants within this study communicated in both
synchronous and asynchronous methods. Wang et al. (2003) wanted to explore the pedagogical
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implications for promoting active participation within an online learning setting. Specifically,
they sought to explore the instructional strategies that correlated to the highest student
engagement within an online learning community. Within this study, Wang et al. (2003) found
that collaborative learning strategies helped students maintain a heightened sense of community
and led to positive learning outcomes. It was suggested that future research would seek to
understand how accommodating the vast differences that exist among the students enrolled
within the courses could potentially optimize online learning opportunities and experiences.
Im and Lee (2003) explored the impact of online learning discussions and compared
outcomes within synchronous and asynchronous environments among a sample of 2,820 postings
from 40 preservice students in an online university in South Korea. While analyzing the
outcomes of synchronous online discussions, there was no indication that learning evolved past
the stage of socialization. Im and Lee (2003) indicated the need for strong technical supports
within synchronous online learning environments. The study also put an emphasis on the
suitability for synchronous learning to support the affective and social aspects of an online
community. A limitation of the current study relates to limited knowledge specific to the role of
the teacher within an online learning environment, specifically as it related to the creation and
optimization of a successful learning community.
Ng (2007) conducted a case study and investigated the implementation of synchronous
technologies for the online tutorials in an information technology-related course through Open
University of Hong Kong (OUHK). Interview data was examined from students and tutors who
described their views on the use of the synchronous technology system for online tutorials. The
sample for the study consisted of six tutors and eight students enrolled in an introductory internet
course using the Interwise system for content delivery. The participants of the study suggested
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their support for the synchronous technologies being utilized and examined. Ng (2007)
suggested the use of synchronous online services, such as online tutorials, could be supported
across a wide academic context. As technology improves, educators must remain mindful of the
impact on the educational experiences of the learners and ensure that delivery and impact is kept
in mind. In relation to the educational experience of an online learner, the next section will
explore the potential impact of social presence within an online setting.
Social Presence in an Online Setting
Social presence is one area of research that impacts students’ feelings of satisfaction and
their academic achievement within an online educational setting. According to Short, Williams,
and Christie (1976) social presence was defined as the “degree of salience of the other person in
the interaction and the consequent salience of the interpersonal relationships” (p.65). Garrison
(2011) went on to describe social presence as “the ability of learners to project themselves
socially and emotionally as ‘real’ people into a community of learners” (p.94).
Zhan and Mei (2013) conducted a study with a targeted effort to examine students’ social
presence in a face-to-face and online version of the same course. They sought to examine the
effects of social presence with student learning achievement and satisfaction. The study included
257 undergraduate students enrolled in a digital design course who were randomly assigned the
treatment of face-to-face instruction or online instruction. Using reliable scales, Zhan and Mei
(2013) measured individual students’ academic self-concept, social presence, and attitudes
towards their course. Results indicated students in the online setting had lower social presence
and a conclusion by Zhan and Mei (2013) that students in an online setting are in greater need of
social presence.
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Another study that examined social presence in online courses was conducted by
Richardson and Swan (2003) and it explored outcomes of students’ perceived learning and
satisfaction. The participants for the current study were enrolled in an asynchronous online
learning courses at Empire State College and completed a course survey upon completion.
Using a correlational design, Richardson and Swan (2003) found that students with high overall
perceptions of social presence also scored high on the social presence survey instrument in the
area of perceived learning and perceived satisfaction with the instructor. The authors suggested
future research in this area could focus on a deeper analysis of the behaviors that specifically
would contribute to a culture of supporting social presence within an online learning
environment.
Garrison, Cleveland-Innes, and Fung (2010) conducted a study that explored causal
relationships among teaching, cognitive, and social presence within an asynchronous online
learning environment. Using the Community of Inquiry Survey Instrument, the authors
concluded the central role that teaching presence plays and provides insights into how best to
integrate social presence and cognitive presence into an online learning environment. Garrison
et al. (2010) assert the importance of teaching presence in creating and sustaining social presence
for students within an online learning environment. In relation to the educational experience of
an online learner, the next section will explore the potential impact of social emotional learning
within an online setting.
Social Emotional Learning in an Online Setting
The research that exists in the area of social emotional learning within a higher education
setting is extremely sparse for both online and traditional learning, which was a major
contributing factor to the need for the current research questions and study. Seal, Naumann,
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Scott, and Royce-Davis (2011) looked at social emotional development (SED) as a way to
provide a framework of understanding for the social and emotional capacity of higher education
students. Specifically, they sought to explore how students are able to recognize social cues,
process emotional information, and use emotional knowledge to adapt to a wide range of social
challenges within a higher education setting. Seal et al. (2011) indicated that SED is a key
quality of value to higher education institution, particularly important in a world where so many
social interactions are technology driven and limited in scope. The study focused on creating an
environment within a higher education setting that examines and enhances the capacity of
students to interact through a social and emotional lens. Seal et al. (2011) asserted the benefits
of a dedicated focus to social and emotional learning in the higher education setting, which may
better prepare students for the dynamic and ever-changing world.
Another study exploring the impact of social emotional learning within an online higher
education setting was conducted by Han and Johnson (2012), who investigated the relationship
between the emotional intelligence of students, their social bond, and their level of interactions
within an online setting for both synchronous and asynchronous environments. Eighty-four
students from a Midwestern university participated in the study using an ex post facto design and
correlational analysis of the data received from the Mayer-Salovey-Caruso Emotional
Intelligence Test (MSCEIT). The researchers also utilized the Wisconsin Youth Survey as a
means of measuring social bond among the participants. Han and Johnson (2012) concluded that
students who have higher emotional intelligence showed a greater degree of social bond in online
learning, specifically as it related to perceiving emotion as a predictor for a higher attachment to
peers within the online learning environment. This study indicated the possibility of the limited
impact of emotional intelligence within an online learning environment and mirrored the
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thoughts of Wang and Reeves (2007) who share the idea that expressing your emotion or the
ability to perceive others’ emotions in online environments is often challenging due largely to
limited cues. Han and Johnson (2012) indicated that future studies may explore a more rigorous
design within asynchronous online learning environments to create greater control of the ability
to investigate the relationships that may exist between emotional intelligence, social bond, and
interactions.
Now that the targeted areas of research have been explored in the area related to social
emotional learning in a variety of constructs and also synchronous online learning, a conceptual
framework will be presented which will help to guide and focus the current study and provide the
structure to answer the current research questions.
Conceptual Framework
The field of research is vast in the area of social emotional learning, but extremely
limited within the area of synchronous online learning. More specifically, there is little to no
research with respect to looking at social emotional learning within a synchronous webcam-
enabled online learning environment, which was the targeted focus for the current study. As
shown in Figure 3, the CASEL Social and Emotional Learning Core Competencies Framework
and in Figure 5, the Framework of Technological Pedagogical Content Knowledge (TPACK)
were utilized and served as the conceptual framework through which the current study was
conducted. Despite the fact that TPACK is often associated with K-12 education, it served as the
ideal framework for the current study involving a higher education online setting due to the
parallels seen in multiple studies (Benson & Ward, 2013; Maor, 2016; Rienties, Brouwer, &
Lygo-Baker, 2013).
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According to CASEL (2015) SEL programming is based on the understanding that the
best learning emerges in the context of supportive relationships where the learning is
challenging, engaging, and meaningful to the student and the teacher. SEL programming can be
effective when an organization programmatically focuses on the five interrelated sets of skills:
self-awareness, self-management, social awareness, relationship skills, and responsible decision-
making (CASEL, 2015; Durlak et al., 2011; Dymnicki et al., 2013; Zins & Elias, 2007).
In addition to the CASEL SEL Core Competencies Framework, the current study
incorporated the Framework of TPACK, which highlights the components of technical
knowledge, pedagogical knowledge, and content knowledge and also provides the relationships
that exist for these elements. This framework focuses on improving pedagogical practice and
training as it relates to the use and integration of technology. Within an online setting, Mishra
and Koehler (2006) emphasized a need to explore technologies in parallel with the course
content in authentic contexts in order to maximize the connection. In this study, the TPACK
model of Koehler and Mishra (2009) was fused to explain if and how social emotional learning
pedagogical strategies found in the CASEL framework (2015) are being infused into a
synchronous webcam-enabled online learning environment. Although TPACK is often
associated with K-12 education, there have been several studies in recent years incorporating it
into higher education online settings (Benson & Ward, 2013; Maor, 2016; Rienties, Brouwer, &
Lygo-Baker, 2013) and it serve as the appropriate model for the conceptual framework of the
current qualitative case study.
Summary
The review of the literature in this chapter had a targeted focus on social emotional
learning and synchronous online education. Specifically, a review of social emotional learning
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that included the history and connected areas of study was done. Second, a review of the
educational impact of social emotional learning followed. Third, outcome studies related to the
use and implementation of social emotional learning occurred. Fourth, there was a review of the
impact of social emotional learning within a higher education setting. Fifth, an overview of the
research that exists for online learning took place. Sixth, online learning and instruction,
specifically within a synchronous online learning environment was presented. Finally, a review
of the research that exists for social emotional learning strategies occurring within an online
setting was introduced as a way of synthesizing the two topics and exploring the relationship that
may be present.
Using the conceptual framework from CASEL and TPACK, the current study explored
teacher beliefs about social emotional learning within a synchronous webcam-enabled online
higher education learning environment. Specifically, the teachers revealed their beliefs about
social emotional learning, their input on the ability to implement SEL in a synchronous online
learning environment, and also the supports and resources that may be needed to support their
successful implementation of SEL strategies.

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CHAPTER THREE: METHODOLOGY
This chapter outlines the qualitative approach that was used to conduct this study.
Sections will include the following: sampling of the settings and participants, sampling strategy,
data collection, and instrumentation methods. The purpose of the study was to explore teacher
beliefs about social emotional learning in a synchronous webcam-enabled online learning
environment.
This qualitative study focused on the following research questions:

1. What are teacher beliefs about social emotional learning in a synchronous
webcam enabled online higher education learning environment?
2. Do teachers believe that synchronous webcam enabled online learning
environments impact the ability to implement social emotional learning
strategies in a higher education setting, and if so, how?
3. What additional supports and resources do higher education teachers believe
would help support their ability to implement social emotional learning
strategies?
Sample
This study utilized a qualitative approach that included both interviews and observations
among multiple online higher education teachers as a means of exploring how their beliefs and
ideologies influence their use of social emotional learning strategies into their virtual classroom.
In choosing qualitative methods for the current study, the goal, as described by Merriam (2009)
was to gain an understanding of how online teachers interpret their classroom experiences, how
they construct their lessons, and what meaning they attribute to their experiences related to social
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emotional learning. The use of qualitative methods allows a researcher to build towards a theory
using varying information gleaned from observations and interviews (Merriam, 2009).
Within this study, interviews were utilized with each of the respondents using the same
structured format and questions. According to Merriam (2009) interviewing is needed when
behavior or feelings cannot be observed, or to gain an understanding of how someone interprets
the world. Interviewing allows a researcher a method to gaining insight and information towards
answering their research questions. Merriam (2009) makes the point that asking good questions
is the key to gaining meaningful and usable data. The importance of the interview as a data
collection method is highlighted by Maxwell (2013) in suggesting that research questions
formulate what you want to understand while the specific interview questions are the tools used
to gain that understanding. In addition to interviews, the current study also included separate
observations with each of the respondents. Observations allow interactions and behaviors to be
recorded within a natural setting as a means of helping to explain certain phenomenon.
Setting
With a targeted focus on the three research questions, the setting for the current
qualitative case study was provided by a large, private university located in southwestern United
States. The setting was further limited to the courses offering an online learning format in order
to provide alignment with the current research questions. This setting was purposefully and
conveniently selected because the program offered a range of courses taught within a
synchronous webcam-enabled online format, which aligned with the parameters of the current
study. This setting allowed for a qualitative case study investigation of teacher beliefs about
social emotional learning within a synchronous webcam-enabled online higher education
learning environment.
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Gaining approval and access to conduct the study in this setting was done by contacting
several department administrators at the university via email. This letter included: (a) an
explanation of the purpose of the research, (b) the parameters and timeline for the study, (c) a
guarantee of confidentiality, and (d) an offer of access to the results as an incentive to participate.
After initial approval to conduct the research within the setting was granted, the appropriate
institutional review board (IRB) paperwork was completed and submitted. This process was
finalized as the individual participants for the study were confirmed.
Participants
The purposive sampling of selecting respondents for interviews and observations within
the current study centered on the goal of optimizing quality data that was relevant to the research
questions. Merriam (2009) describes this rationale by explaining the selection of respondents
because of what they can contribute to the researcher’s understanding of the phenomenon. With
a targeted focus on instruction within a synchronous webcam-enabled higher education online
learning environment, the three participant teachers were selected from within these parameters.
Each of the participants for the current qualitative case study had over ten years experience
teaching within a higher education setting, and all three have taught multiple courses within a
synchronous online setting. Each of the participants willingly agreed to be interviewed and have
one of their synchronous online class sessions observed.
Data Collection and Instruments/Protocols
There was little to no significance to the my attire or the time of day for conducting the
observations for the current study, as I was not directly involved in the lessons observed since
they were recorded and not viewed in real time. I was heavily focused on the behaviors and
actions of the teachers during the observations and tried to document as much of the dialogue
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and action in the classroom as possible, especially as it related to social emotional learning
strategies. According to Maxwell (2013) generating an interpretation of someone’s perspective
is inherently a matter of inference from descriptions of that person’s behavior.
Interviews
For each of the instructors interviewed for the study, I utilized a tape recording for the
interviews, which were then transcribed. Each interview lasted between thirty and sixty minutes
in length. Each interview provided an opportunity to gain insight and understanding to the
individual beliefs of the teachers as it relates to social emotional learning and its use within their
instructional approach. Questions were structured in such a way as to illicit conversation and
deeper insight to the topic being explored. According to Merriam (2009) verbatim transcription
provides the best database for analysis. While the interviews were being recorded, a notepad
was used to write down shorthand notes throughout each of the interviews as a way to document
key words, thoughts, and anecdotal notes. This also provided the basis for comparison with the
transcribed notes. The specific interview protocol is found in Appendix A.

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Participants Relevant
Characteristic:
Years as Higher
Education
Instructor
Other
Relevant
Characteristics
Length of
Interview in
minutes
Peter 11 3 years in an
online setting,
but 1.5 years in a
synchronous
online format
31
Marcy 11 1 year in a
synchronous
online
environment
32
Heather 13 4 years in a
synchronous
online
environment
43
Total: 106
Table 1. Interview Summary

Site Class Setting Participants Length of
Observation in
minutes
Brookline University Synchronous,
webcam-enabled
online learning
environment
Peter and his class of
13 students
112
Brookline University Synchronous,
webcam-enabled
online learning
environment
Marcy and her class
of 15 students
119
Brookline University Synchronous,
webcam-enabled
online learning
environment
Heather and her class
of 12 students
114
Total: 345
Table 2. Observations
Observations
For the observations of the instructors’ lessons, the recorded class sessions were utilized
to document the sessions with notes via laptop. Selection of the instructors included assurance
that limited small group sessions are taking place in order to ensure a large-group environment
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for sampling. An attempt was made to capture as much about the environment and dialogue
from the classroom session as possible, especially as it related to social emotional learning
strategies. An effort was made to clearly document the number of positive to negative comments
within each of the observations as well as any established method of social emotional learning
strategies. Having access to the recorded class sessions allowed for a more in-depth analysis
since the tape could be reviewed multiple times as opposed to one snapshot observation.
Data Analysis
Analysis and interpretation of the interview and observation data began during the data
collection phase of this study. The data for this qualitative case study included transcripts from
recorded instructor interviews as well as classroom observation field notes from videotaped
classroom lessons. In approaching the analysis of the data from the interviews and observations,
an effort was made to go beyond descriptive coding and utilize analytical coding. According to
Merriam (2009) this is coding that comes from interpretation and reflection on meaning. The
data for the current study was analyzed with a dedicated effort to answer the research questions.
This coding organized the data into what Merriam (2009) calls categories or themes that could
then be used to answer the research questions.
The recorded interviews were transcribed and the data was analytically coded with
attempts to connect to the concepts of social emotional learning and TPACK embedded in the
conceptual framework and the research questions for this study. The research questions for the
current qualitative case study specifically target teacher beliefs about social emotional learning
within a webcam-enabled synchronous online learning environment, so the conceptual
framework of the CASEL SEL core competencies and the TPACK create alignment. After
identifying emerging themes within the data through analytic coding, patterns within the coding
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were identified in order to create categories. According to Merriam (2009) targeted efforts will
be made to ensure that all categories are mutually exclusive and conceptually congruent. The
goal of identifying emerging themes was maintained throughout the data analysis process.
Limitations and Delimitations
The following limitations include factors that were beyond control and may have an
affect on the results of the study or how the results were interpreted:
1. Generalizability: the findings and conclusions drawn from this study were only
generalizable to the target program.
2. Lack of prior research on the current topic: limited research exists specific to the topic
of social emotional learning within a synchronous webcam-enabled online learning
environment.
The following delimitations include factors that were within control, yet may still have
affected the results of the study or how the results were interpreted:
1. Site choice: only one university was a part of the current study.
2. Sample size: the limited sample size of three instructors of the current study made
generalizability difficult.
3. Instrumentation: qualitative case studies typically position the researcher as the
primary data collection and analysis instrument, which likely had an impact on the
findings presented.
Credibility and Trustworthiness
According to Merriam (2009) it is said that researchers can never actually capture truth,
although there are strategies to be used to increase the credibility. For the current study, multiple
methods were utilized as a form of triangulation to make attempts towards ensuring credibility
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and trustworthiness. By being able to check interview data against data collected from
observations, the current study will employ triangulation, which Merriam (2009) sees as a
principal strategy to ensure for validity and reliability. In addition, the participants were not told
the precise scope of the study ahead of time in order to avoid potential bias or predisposed ideas
during their interviews.
Ethics
Merriam (2009) indicates that an investigation must be done in an ethical manner to
ensure validity and reliability. In order to ensure the study was done ethically, all participants
signed an informed consent. This consent provided them with a general overview of the study
and the purpose of the research. The consent also gave the participants a summary of the
procedures to occur along with potential risks and discomforts. The informed consent provided
the potential benefits to come from the study and ensured that their identity and input would be
kept strictly confidential. The consent made it clear that they were voluntarily participating and
had the right to withdraw at any time. In addition, the participants received contact information
for the Institutional Review Board should they have had any questions or concerns. In signing
the form, they authorized their consent and also agree that they were in agreement with tape
recording the interview portions of the study.

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CHAPTER FOUR: FINDINGS
This chapter presents a qualitative case study of the three participants intended to address
the three research questions:
1. What are teacher beliefs about social emotional learning in a synchronous
webcam enabled online higher education learning environment?
2. Do teachers believe that synchronous webcam enabled online learning
environments impact the ability to implement social emotional learning
strategies in a higher education setting, and if so, how?
3. What additional supports and resources do higher education teachers believe
would help support their ability to implement social emotional learning
strategies?
The purpose of this case study was to explore and understand higher education teacher
beliefs as it relates to the topic of social emotional learning, specifically within a synchronous
webcam-enabled online learning environment. Social and emotional learning (SEL) has become
the recognized term to refer to the foundational skills, attitudes, and behaviors that facilitate the
development of key intrapersonal and interpersonal skills that help promote school engagement
and set the stage for later success in life (Stavsky, 2015). In order to answer the research
questions, several strategies were utilized. I utilized a qualitative case study approach that
included both interviews and observations among three higher education teachers within an
online setting as a means of exploring how their beliefs and ideologies influence their use of
social emotional learning strategies in their virtual synchronous classroom. In choosing
qualitative methods for the current case study, the goal was to gain an understanding of how
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online teachers interpret their classroom experiences, how they construct their lessons, and what
meaning they attribute to their experiences related to social emotional learning.
Within this case study, I utilized interviews with each of the respondents using a
structured format with identical questions to develop the case study. According to Merriam
(2009) interviewing is needed when behavior or feelings cannot be observed, or to gain an
understanding of how someone interprets the world. Interviewing allows a researcher a method
to gain insight and information towards answering their research questions. In addition to
interviews, the current case study also included separate observations of a class lesson for each
of the respondents. Observations allow interactions and behaviors to be recorded within a
natural setting as a means of helping to explain certain phenomenon.
Participants
The purposive sampling of selecting respondents for interviews and observations within
the current case study centered on the goal of optimizing quality data that was relevant to the
research questions. Merriam (2009) describes this rationale by explaining the selection of
respondents on the basis of what they can contribute to the researcher’s understanding of the
phenomenon. With a targeted focus on instruction within a synchronous webcam-enabled higher
education online learning environment, I selected three participant teachers from within these
parameters. I changed participants’ names listed in Table 1 and the name of the university in
Table 2 to ensure confidentiality and anonymity within the study.

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Participants Relevant
Characteristic:
Years as Higher
Education
Instructor
Other
Relevant
Characteristics
Length of
Interview in
minutes
Peter 11 3 years in an
online setting,
but 1.5 years in a
synchronous
online format
31
Marcy 11 1 year in a
synchronous
online
environment
32
Heather 13 4 years in a
synchronous
online
environment
43
Total: 106
Table 1. Interview Summary

Site Class Setting Participants Length of
Observation in
minutes
Brookline University Synchronous,
webcam-enabled
online learning
environment
Peter and his class of
13 students
112
Brookline University Synchronous,
webcam-enabled
online learning
environment
Marcy and her class
of 15 students
119
Brookline University Synchronous,
webcam-enabled
online learning
environment
Heather and her class
of 12 students
114
Total: 345
Table 2. Observations
Peter
Peter is an adjunct professor at a private university who has been teaching within a
synchronous online learning environment for the last year and a half. Peter has been in
education for over 20 years in a variety of K-12 teaching and administrative positions in addition
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to his experience in a higher education setting. Over the last 11 years, he has been teaching in a
higher education environment at two different private universities for both undergraduate and
graduate level settings. He has experience teaching in numerous online settings within the area
of education, and currently teaches in a synchronous webcam-enabled online learning
environment within the doctoral program of the school of education of a private university. Peter
shared with me that his high level of educational expertise by discussing his creation of an online
Policy and Law class at a private university. This included his creation of the modules, content,
and all the assignments for the course.
Interview with Peter. Peter brought a lot of positive energy from the onset of his
interview and quickly connected with me by showing a high level of interest in the study and a
strong willingness to participate. When I asked about his methods for ensuring engagement in
his virtual classrooms, he quickly pointed out that he uses a “variety of things. My role in
teaching the synchronous sessions is more facilitator. We have a flipped model, so I don’t
lecture.” A flipped model classroom has instructors assign lectures or instructional content as
homework so class time can be used to work though problems, advance concepts, and engage in
collaborative learning (Roehl, Reddy, & Shannon, 2013). He described to me his efforts to start
each class with a “dip stick on how things are going, which gives students an opportunity to kind
of share some successes, some things they’re proud of that have happened either professionally
or personally in the last week.”
After sharing out, Peter described to me his launch into the content with the discussion of
the agenda for the class, a quick review of content learned in the previous class session, and then
“we do a multitude of things. We will have whole group conversations or small group
discussions through the use of breakout rooms.” He described to me the numerous tools that his
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students are able to utilize within the online platform including a notes pod, chat capability, and
screen-sharing tools. Peter explained to me that this small-group environment increased the
likelihood that his students would participate in discussions since everyone can “see each other,
hear each other, and interact in productive ways.” Peter shared with me that through the use of
classroom polls, he has found that his students “prefer the small breakout room conversations the
best, as it is like teaching face to face, and they really appreciate that.” These strategies for
engagement by Peter support the research about how the delivery of SEL can facilitate effective
communication with peers and teachers, assist in achieving academic goals, and increase the
motivation needed to learn Oberle et al. (2016).
In an effort to answer research question #1 as it relates to teacher beliefs about social
emotional learning within a synchronous online learning environment, I asked Peter to share
everything he knows about social emotional learning. Peter stated, “When I hear social
emotional learning, I am not sure I am going to give the exact definition you’re looking for.”
Peter continued and stated,
I think, especially in terms of learners, trying to take various behaviors that learners are
dealing with or attitudes, sometimes a knowledge background, and try to make some
decisions in terms of their challenges they’re dealing with. They’re learning to make
decisions that are emotionally relevant and I guess ethically based as well, in terms of
setting goals and things like that.
The more Peter spoke about the topic, the more in depth his definition became. As it related to
students functioning within a synchronous online learning environment, Peter stated, “in this
particular environment students have to be able to self-regulate and self-motivate and manage
themselves.” This belief aligns with one of the basic tenets of social emotional learning, self-
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management (CASEL, 2015) and showed me Peter’s level of understanding as it relates to the
potential impact within an educational setting. According to Zins and Elias (2007) self-
management is a social emotional learning competency that focuses on impulse control, stress
management, persistence, goal setting, and motivation.
When I asked specifically about social emotional learning strategies utilized within his
synchronous online learning setting, Peter stated,
Well, I’ll tell you one thing that would probably jump out is in this particular
environment students have to be able to self-regulate and self-motivate and manage
themselves. I think next to what you’re talking about because the class is very different
from a face-to-face environment. I think that in terms of relating to one another in a
class, and I’m not sure if that’s part of it as well, it’s like the relationships you build with
your colleagues in a face to face environment is very different than in an online space.
Peter went on to emphasize the importance of his students building relationships with one
another and the potential barrier that exist for this within an online setting when he stated,
There are not a lot of opportunities for students to build relationships sometimes because
the time is very structured. In a face-to-face environment you hang out, talk to people,
and you get to class early, and maybe take a break for – a bathroom break to be able to
talk to people. So, I think that that’s a little bit different environment. So, I think
relationship building is different. I think that students in an online environment certainly
have to be able to take responsibility for their own learning and helping students
understand kind of I guess – you talk about social emotional this is kind of a social
awareness piece of how they interact with one another in this space is very different
than when they are in a face to face on-ground environment.
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The efforts by Peter to connect with his students and ensure they are connecting with one another
is supported by the research, which shows how a social emotional learning approach provides a
theoretical and practical framework to increase understanding and develop an increased social
and emotional capacity among higher education students (Seal et al., 2011). Peter went on to
describe to me his explicit efforts to address the potential barriers that exist in an online setting
by talking about it directly with his students. He stated,
So, we do talk about this. I think I – I don’t want to insult them because many times I’m
not the first class they’ve had. They’ve had numerous classes so I talk about the
challenges of being in this particular environment as a learner and certainly, they can
relate to it if they haven’t taken very many classes or if it’s the first class. I think they
quickly understand those differences and those responsibilities that they need to
undertake.
Peter also discussed with me how social emotional learning strategies help in supporting learning
within his synchronous online learning classroom. He stated,
I think it helps the students understand their role because in this particular environment
that I have facilitated, they have dual responsibilities. They have a responsibility to be a
learner obviously; They also have a responsibility I think to their colleagues to help
support their learning as well. So they’re not just taking it all in, they’re giving back.
And you can’t get away with not sharing and not working collaboratively with people in
an online space. If you’re not participating, it’s blatant, it’s so obvious. Sometimes in an
on-ground class you can kind of see those students once in a while that kind of – maybe
they’ll hide a little bit in the back of the room, and they don’t contribute that much, and
they really can get away with it. But not this environment because there’s I think that
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dual responsibility of, that relationship of what you’re talking about again, you have to
work with and not just be a consumer of the information being passed down to you.
As I asked Peter to describe his challenges with student engagement and participation, he
admitted that, “It’s very rare that it happens, but it is a challenge having students sometimes not
engage.” He went on to explain in detail by stating,
I think when teaching in a face to face environment you have a room full of students,
even if it’s 15 people, sometimes as an instructor you’re not watching every single
person, especially when they’re in a group, you can walk around a room, but I think when
I’m sitting in front of my computer [as an instructor] I can definitely tell who’s engaged,
I can see who’s participating. I can watch them and I can hear them. I think you stand
out a lot more when you’re in the online space, which truthfully, would have surprised
me if somebody had told me that before I ever taught an online class.
Although Peter admitted to me to not being absolutely certain about the definition for
social emotional learning, he described in positive terms his perceived value and benefit to
including the strategies into his synchronous online learning environment. When I asked about
his beliefs on including the delivery of social emotional learning with his instruction, he replied,
“I do, if I’m defining the way you define it, yes. I like to lead my class with some of those key
components, being self-regulated, self-management, those relationships, understand the social
cues in this kind of environment.” Peter went on to describe his perceived benefits of social
emotional learning strategies as the “foundation for how the expectations for themselves and for
the class as well. [Students] have to be able to self-manage themselves and self-regulate.” Peter
went on to emphasize the need for social emotional learning within an online setting by stating,
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“I think that those skills do need to be discussed and may be revisited throughout the course of
the term. I think it’s important to lay the foundation of what it means to be an online learner.”
As it relates to research question #1, Peter’s interview with me provided frequent
evidence for his belief in the use of social emotional learning strategies within his synchronous
online learning environment. Throughout our interview, he provided numerous responses related
to his use of specific social emotional learning strategies including self-management, building
relationships, and the encouragement of student engagement. Despite some challenges posed by
the synchronous online learning environment, Peter expressed to me his belief in the value of
utilizing social emotional learning strategies.
To address research question #2 as it relates to teacher beliefs about the impact of
synchronous online learning environments on the delivery of social emotional learning, I asked
Peter to provide his input. Peter tried to clarify by asking, “Impact in terms of negatively?” I
confirmed with Peter that I was asking about a potential negative impact. He shared,
No, I don’t think it limits it. I think it actually enhances it because those particular
characteristics I described earlier [self-management and self-regulation] are paramount to
their success. Those are characteristics that you still need to have in an on-ground class,
but I think they stand out more in the online synchronous environment.
Peter expressed to me the sentiment that “it’s up to the instructor to address those things” when
describing the implementation of social emotional learning strategies. As it relates to research
question #2, Peter expressed the potential for issues related to student engagement, but he did not
feel that teaching within a synchronous online learning environment limited his ability to
effectively deliver social emotional learning strategies with his students.
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In an effort to answer research question #3 as it relates to the resources and supports
needed to promote social emotional learning, Peter shared with me a range of positive ideas and
input. Peter specifically discussed with me the concept of access to professional development.
Peter stated, “I think some professional development on some of the strategies that I’m not aware
of. I’m missing some that could be helping my students navigating their way through an online
program.” When I asked what training he had been provided, he responded, “None. In both of
the universities that I have taught, they have basically not given me any training whatsoever.” I
pressed Peter for any supports or resources that might assist in increasing the use of social
emotional learning, and once again, he indicated professional development provided by the
university. He stated,
I think some professional development on some of the strategies that I’m not aware of.
I’m missing some that could be helping my students navigating their way through an
online program. I think it would be beneficial to have a module or definitely a training
that can be revisited from time to time that reminds instructors of what our
responsibilities are in terms of supporting students with those particular aspects. But I
think if you’re trying to make a case for preparing online instructors to teach classes and
have some kind of an embedded program or a class or a module on social emotional
learning, I think that would be something that the university could easily put together.
My interview with Peter indicated a strong and positive belief and willingness to participate in
training or an in-service designed to promote the inclusion of social emotional learning into his
synchronous online instruction. When I asked about a willingness to take part in professional
development, Peter replied, “I would. I just feel that when it comes to students, I’m there to
support them and if there’s something that I can learn to help them on, I’d totally be interested in
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that.” As it relates to research question #3, my interview with Peter provided a clear level of
support for the inclusion of professional development as a means to support his use of social
emotional learning strategies within his synchronous online learning environments.
Observation of Peter’s class. After interviewing Peter, I did an observation of one of
his synchronous webcam-enabled online learning classes. There were a total of 13 students
participating in the class session. The class I observed was a Doctor of Education accountability
class session. It was obvious to me throughout the session that Peter was enthusiastic about the
subject matter and his positive energy was evident as well. Through the entirety of the 53-
minute class session, I observed Peter maintaining clear, concise dialogue with the students that
made it easy for him to be understood, and he kept the students engaged in the material as
evidenced by their frequent participation and responses to his questions. I observed Peter
speaking in a soft, evenly-paced tone and he regularly utilized wait time to ensure the students
had appropriate opportunities to respond and participate in the group discussions.
One social emotional learning strategy I observed to be employed by Peter throughout the
lesson was the use of a high ratio of positive interactions compared to negative criticism and
corrections. This strategy targets the social emotional learning component of building
relationships. I recorded 16 positive comments and only 2 corrective statements during his class
session for a measured ratio of 8:1 positive comments. According to Losada and Heaphy (2004)
relationships thrive when the positive to negative ratio of comments exceeds a rate of 5:1.
Another positive social emotional learning strategy that I observed Peter repeatedly employing
was the use of student names when addressing them. Each and every time he addressed a
student, I observed Peter making an effort to speak the students’ name out loud, which increased
the positive interactions and his level of connectedness.
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I observed Peter maintaining a balanced approach to presenting information along with
the incorporation of student input and dialogue. During the 112-minute class session using a
prepared PowerPoint, Peter consistently encouraged the students with positive statements such
as, “Interesting” and “Thank you.” During the interview, Peter discussed with me a wide range
of technological supports used within his synchronous online class sessions, and I noted this
during the class observation as well. Within the webcam-enabled synchronous online learning
environment, I observed Peter using the chat feature, the hand-up signal indicator, a PowerPoint
for the lesson delivery, and the use of multiple breakout sessions. Although these breakout
sessions were not visible during the class observation recording, I could see evidence of the
effectiveness of the technique through notepad work products shared on the chat feature for all to
see, as well as rich dialogue among the students, which indicated their active participation with
one another while in the breakout groups.
I found Peter able to infuse social emotional learning strategies into his synchronous
online class session. One of Peter’s strategies included an emphasis on relationship skills, a
social emotional learning strategy (CASEL, 2015) for his students as I observed Peter repeatedly
stating to his students how they would need to rely on “rich discussion with a partner using the
research from the readings” during the breakout sessions in order to effectively navigate the
course content questions that were being asked by him.
The observation of Peter within a webcam-enabled synchronous online learning
environment provided me a unique opportunity to investigate his use of social emotional learning
strategies. I observed Peter to be highly engaging, filled with consistently positive energy and
feedback for his students, and he consistently utilized the social emotional learning strategy of
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encouraging his students to build solid relationships (CASEL, 2015) with one another through
small-group communication opportunities involving rich dialogue and cooperation.
Peter in summary. The first research question in this study was: What are teacher
beliefs about social emotional learning in a synchronous webcam enabled online higher
education learning environment? Through interviewing and observing Peter, I was able to gain
a significant amount of data about his use of social emotional learning strategies, and his beliefs
about those strategies. I found that Peter expressed a clear belief in the positive value of
implementation of social emotional learning strategies within his instruction of a synchronous
online environment. I recorded this when he stated that social emotional learning strategies
“help the students understand their role because in this particular environment, they have a
responsibility to be a learner and they also have a responsibility to their colleagues to help
support their learning as well.” He discussed with me the need for his students to take
responsibility for their learning and employ self-management strategies to ensure their success.
He identified through his responses to me many of the characteristics for social emotional
learning as being “paramount to the success” of his students. I found that this belief by Peter as
it relates to the use of social emotional learning strategies is supported with the research which
explains the concept of enhancing individual capacity to recognize and regulate emotional
information and behaviors in order to facilitate desirable social outcomes (Seal et al., 2011).
The second research question in this study was: Do teachers believe that synchronous
webcam enabled online learning environments impact the ability to implement social emotional
learning strategies in a higher education setting, and if so, how? Peter’s responses to me did not
indicate a potential barrier. When I asked about the impact, he clearly stated, “No, I don’t think
it limits it.” Peter expressed to me the belief that the instructor must focus on and address the
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strategies needed to ensure engagement and participation with students. I repeatedly observed
Peter during my observation maintaining a positive demeanor, making frequent statements of
encouragement and praise, and establishing a safe and supportive learning environment for all of
his students. My observation of Peter promoting social emotional learning strategies within an
online setting support the research that shows when a focus is put on creating an intersection of
social emotional learning and academic achievement, potential for success is maximized (Zins &
Elias, 2007).
The third research question in this study was: What additional supports and resources do
higher education teachers believe would help support their ability to implement social emotional
learning strategies? Peter expressed to me clear thoughts about supports and resources needed
to deliver social emotional learning. He emphasized to me a belief in targeted professional
development as a means of supporting the “ongoing discussion needed to ensure delivery of
social emotional strategies.” Throughout my observation, I recorded Peter providing a
supportive learning environment where his students were encouraged to work collaboratively in
small groups on multiple occasions and to “support their answers with research from the
readings” to ensure a higher level of connectedness and understanding for the topic. Given his
responses throughout the interview, Peter showed me a clear openness to learning more about
social emotional learning in an effort to increase the effectiveness of his teaching and
engagement of his students in an online setting. I found that Peter’s positive mindset about
expanding his knowledge and awareness of the use of social emotional learning echoes the
research of Cohen (2006) who argued that in order to effectively accomplish the goal of
academic growth and development, all students must have the access and opportunity to develop
the social-emotional competencies.
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Marcy
Marcy is an assistant professor at a private university who has experience teaching in a
synchronous webcam-enabled online learning environment for the last year. She has been
teaching in a higher education learning environment for the last 11 years in both undergraduate
and graduate level settings. She has taught face-to-face and online classes in both a synchronous
and asynchronous setting. Marcy has taught across a wide range of disciplines including
communications, education and liberal studies.
Interview with Marcy. Marcy’s contribution for the current study was a leadership class
that she is teaching in a synchronous online learning environment for students in an
Organizational Change and Leadership Program at a private university. The purpose for her
current class was explained to me,
Support [students’] existing understanding of leadership with some empirical evidence
and perspectives as well as some theoretical perspectives. On top of that, there’s a strong
reflection component where they’re engaging in self-assessments throughout the course
evaluating their leadership as a result of that.”
I found Marcy to have a highly engaging, positive attitude throughout the interview
session, and she seemed genuinely excited to share her online teaching experiences and insights
with me. When I asked about strategies used to ensure engagement with her students, she
focused almost entirely on the digital tools contained within the virtual platform. She described
in detail the tools to me by saying,
I make use of the breakout sessions quite a bit, and I do that in pairs as well as in small
groups. I use polls, both that are embedded in Adobe Connect, but I also use digital tools
such as Google Drive, Padlet, and Answer Garden to engage students with me as we’re
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discussing various topics. Sometimes I’ll use Google Drive as a way for them, like a
Google presentation as a way for them to aggregate their breakout session notes or
answer questions.
Marcy further explained to me that the use of these digital tools allowed for an opportunity of
“both engaging with them and them engaging with each other to kind of move away from the
idea of me being on the stage lecturing – in fact I do very little lecturing.” Marcy’s thoughts
about the use of technology in an online setting in an effort to get her students engaged in the
content is supported by research that explains within an online setting, a need exists to explore
technologies in parallel with the course content in authentic contexts in order to maximize the
connection (Mishra & Koehler, 2006).
In an effort to answer research question #1 as it relates to teacher beliefs about social
emotional learning within a synchronous online learning environment, I asked Marcy to share
everything she knows about social emotional learning. Marcy replied, “That’s not really a term
I’ve actually spent much time being familiar with, so I probably couldn’t say directly that I know
all that much.” In an effort to not provide a clear definition and to avoid swaying the impact of
her belief system, I avoided providing a working definition; instead, as I did with Peter, I
allowed Marcy to self explore her knowledge of the topic based on her own beliefs and
ideologies around the concept of social emotional learning. I concluded that Marcy tried to pull
from past experiences as she attempted to define the term as she stated, “I faintly remember
those terms being from Ed Psych, and maybe the learning class, am I right?” I encouraged
Marcy to respond to the questions based on what she believed social emotional learning to mean.
Marcy stated,
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My answer is limited because I don’t have an Ed Psych background, but the research I’ve
done in teaching pedagogy has led me to sort of what I described as far as engaging
students in the learning experience, providing time for them to connect with each other
sort of beyond the scope of the curriculum.
When I asked specifically about social emotional learning strategies utilized within her
synchronous online learning setting, Marcy stated,
The use of active learning strategies primarily is really what I would call it. I think they
support learning because they take students from – instead of being a situation where I
lecture at them for a few hours, which really would likely only get them to the point
where they could regurgitate information.
I surmised that Marcy seemed focused and dedicated to the concept of student engagement. She
emphasized this by stating,
Engaging them in the learning experience gets them to a higher order of learning, which
is really important in the leadership class because we want them to go beyond being able
to tell us what trace theory means to being able to apply that to their own practice as
leaders.
I found Marcy to be openly reflective about her teaching strategies and how it impacts the
learning of her students, as she commented specifically on what she described as “affective
benefits.” She described her approach to me by stating, “Certainly there is some more affective
benefits of engaging students, as far as a different strategy that I use. [Students] enjoy it more, I
think, and that’s the feedback they’ve given.” I noted that Marcy’s strategies to engage her
students in meaningful ways in her online setting serve to support the development of the social
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emotional learning competencies and strengthen the development of 21
st
century learners
(Weissberg & Cascarino, 2013).
As I asked Marcy to describe the challenges with student engagement and participation,
she admitted that the online learning environment posed some issues. She described this to me
by stating,
One of the very biggest challenges is in the face-to-face environment you have the
opportunity to connect with students and have students connect with each other in what I
would call a sort of space in between – meaning before class, after class, during break, as
we transition sort of from one topic to the next.
Marcy revealed her thoughts to me about the limitation of the online learning environment as it
relates to the ability to connect with students. Marcy’s thoughts are supported by research that
indicates the need for strong technical supports within synchronous online learning environments
to support the affective and social aspects of an online community (Im & Lee, 2003).
Through her interview answers with me, Marcy tapped into one of the major social
emotional learning tenets of developing relationship skills (CASEL, 2015) as one of her targeted
focuses as an instructor. She described this to me in detail when she stated,
A lot of the sort of informal connectivity that you see that is all part of building a
classroom community – both with me with my students and my students with each other.
It can be very difficult in a synchronous [online] environment because it’s not sort of
preprogrammed, and we’re all in different places. So, to me, as far as trying to provide
that classroom community, that is a bit of a barrier.
When I asked her beliefs about the inclusion of social emotional learning strategies
within a synchronous online learning environment, Marcy was definitive in her response to me.
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She stated, “I believe teaching in any learning environment should include social emotional
learning strategies, and certainly online.” Marcy went on to clarify to me her expectations in
creating meaningful learning experiences for her students. She stated,
I think that teaching should be done very intentionally. I begin all of my class sessions
by looking at the outcomes of the class. Then I figure out the optimal way to help
students to learn that particular outcome or to achieve that outcome. Often the most
effective way to learn is for students to engage with each other. Therefore I use a variety
of different techniques from breakout sessions to the other tools that I’ve already
mentioned.
Marcy described to me her role as an instructor in developing the experience for her students
through a “mindset of focusing on what students feel in the learning experience.” During the
interview she detailed to me the importance of the behavior of her students as being key to their
outcomes. She also expressed to me the notion that, “what [students] do is way more important
than what I do for their learning experience, which I think illustrates that this is social and
emotional learning strategies that I weave in.” Marcy’s responses to me support the research that
suggests a positive correlation between having access to social emotional learning curriculum
and developing the competency for the desired skills that may lead to an increase in academic
achievement (Wang et al., 2012).
As it relates to research question #1, Marcy’s interview provided me frequent evidence
for her belief in the use of social emotional learning strategies within her synchronous online
learning environment. Throughout our interview, she provided numerous responses related to
her use of active learning strategies as a means of creating engagement among her students in
meaningful ways. Marcy expressed to me the need to develop relationships with her students
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and her students with each other, which is a key component of social emotional learning
(CASEL, 2015; Zins & Elias, 2007).
In an effort to address research question #2 as it relates to teacher beliefs about the impact
of online learning environments on the delivery of social emotional learning, I asked Marcy to
provide her input. Marcy shared,
Yes, I think it impacts my ability to do that. Probably the best way I can articulate that is
because I have a lot of experience teaching online asynchronously, where I didn’t have
the opportunity to basically engage in these kinds of class sessions that we have. I think
the [synchronous] online environment gives a human presence from me to the students
and the students to each other that is very difficult to replicate in an asynchronous
learning environment.
I recorded Marcy expressing a high level of confidence in her ability to actively engage her
students within a synchronous online learning environment, and she shared in detail some of the
techniques utilized. She shared,
I make use of breakout sessions quite a bit in pairs and small groups. I’ve been able to
negotiate and utilize different digital tools, but I do experience some challenges with
students being distracted by their environment, which is a little beyond the scope of what
you might see in a face-to-face class because they might be distracted by their computer.
They are still in the environment, and so it does provide some additional distractions to
negotiate. I guess I think the last challenge is – it’s a little more difficult to facilitate a
large class discussion over the synchronous platform because students have to really kind
of raise their hand on the platform to comment because sort of the free-flowing feature
that you can sometimes experience in a face-to-face class where people just will pop up
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and raise their hands. It’s not as flexible online because it’s easier for people to talk over
each other.
Marcy went on to emphasize to me the benefits offered through a synchronous online learning
experience by stating, “I don’t really understand why everybody’s not using that when they teach
online.” She emphasized to me her ability to connect with students within a synchronous online
environment and stated, “My students talked about how it really didn’t feel that different than
face-to-face class experience,” but admitted that she “came into this as a bit of a skeptic when it
came to the synchronous experience.” Marcy’s thoughts about student connectedness during our
interview coincide with research that supports the idea that students who have access to social
emotional learning strategies show a greater degree of social bond in online learning, specifically
as it relates to the challenges that exist in expressing one’s emotion or the ability to perceive
others’ emotions in an online environment (Han & Johnson, 2012).
As it relates to research question #2, Marcy expressed to me a strong opinion about her
ability to actively engage her students in a synchronous online environment. She indicated to me
some inflexibility that exists within an online setting as it relates to connectedness, but felt as if
her use of breakout groups was an effective method to limit distractions and ensure engagement
amongst her students. I found that Marcy connected student engagement within her synchronous
online setting to her students’ ability to develop relationships and heighten their social
awareness, two tenets of social emotional learning (CASEL, 2015).
In an effort to answer research question #3 as it relates to the resources and supports
needed to promote social emotional learning, I recorded that a majority of Marcy’s input related
to her ability to infuse technology into the learning experiences of her students to optimize
engagement and learning outcomes. She expressed to me a strong background in the technology
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side of her instruction, but admitted room for growth as it relates specifically to social emotional
learning strategies when she stated,
When is comes to strategies, I guess maybe the only thing is more on the theoretical
background itself as we’re learning now. I mean, there are sort of different names for
some of the things that I’ve called one thing, and you’ve sort of got a framework calling
[social emotional learning] something different.
When I asked about a willingness to participate in professional development specific to the area
of social emotional learning, she responded affirmatively with, “Yeah, I am and do” participate
with in-services. Marcy mentioned to me that she briefly worked in a position as an Instructional
Technologist, and worked specifically in supporting faculty doing trainings designed to “create a
vision for the experiences of their students through pairing technology and thinking about the
best tools available to really engage learners.” As it relates to research question #3, my interview
with Marcy revealed her willingness to participate in professional development opportunities as a
means of supporting her ability to use social emotional learning strategies within her
synchronous online learning environments.
Observation of Marcy’s class. After interviewing Marcy, I observed one of her
synchronous webcam-enabled online learning classes. There were a total of 15 students
participating in the 119-minute class session. The class I observed was a leadership class for the
Doctor of Education program at the university where she serves as an assistant professor. I found
Marcy to have a cheerful, positive demeanor and delivery throughout the two-hour class session.
I observed her to be laughing throughout the class session along with her students, and she
consistently maintained an energetic tempo and attitude. In tabulating her positive to negative
ratio to focus on the social emotional learning strategy of strengthening relationships (CASEL,
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2015; Losada & Heaphy, 2004) I found Marcy to be overwhelmingly positive, with 22 positive
statements compared to only 4 negative or corrective statements for a 5.5:1 ratio. I observed her
saying, “Great, thank you for your response” and “Nice job” several times throughout the lesson
in response to student dialogue.
I observed Marcy utilizing a wide range of tools to maintain engagement and
participation among her students. I found this to coincide with the information provided in her
interview in a variety of methods. I observed that the visual layout of the online class had an
agenda clearly posted and on display throughout the class session, which also included a link to a
Google document for class feedback. In addition, I observed the chat dialogue being utilized
consistently during the class session as another tool to ensure engagement and participation
within the class. Several times during the lesson, I observed the students being asked to respond
using a Twitter response of 140 characters or less within the chat box. I observed Marcy
encouraging the use of the hand-raise button during the lesson to minimize the potential of
students talking over one another and to ensure verbal communication coming from only
individual at a time.
Another technique I observed was Marcy utilizing breakout groups; she guided the lesson
flow by stating, “Ok, we’re going to break into partner breakout groups to get more in-depth with
the material.” Although these breakout sessions were not visible to the researcher on the
recorded class session as a part of my observation, they clearly assisted in driving the
conversations and acquisition of the material by the students as evidenced by their rich dialogue
upon returning to the whole-group setting. Consistently during the lesson, I observed Marcy able
to efficiently respond and build off of the comments by the class members in an effort to ensure a
deep level of understanding for the material being covered.
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Although I did not find significant evidence of the explicit use of social emotional
learning strategies during the observation of Marcy’s synchronous class session, her teaching
strategies forced her students to practice a few social emotional learning strategies. During the
class session, I observed the use of frequent breakout sessions, where Marcy’s students had to
utilize some basic tenets of social emotional learning, social awareness and relationship skills
(CASEL, 2015). I observed Marcy placing her students into groups of two, which would make it
difficult for students to be non-participatory or uninvolved. I observed Marcy creating
scaffolded learning opportunities in order for her students to build on the material through the
sharing of experiences, create deeper connections to the material provided and to support the
learning outcomes. My observations of Marcy’s efforts to engage her students in their learning
by focusing on engagement and support mirrors the research that shows SEL programming based
on the understanding that the best learning emerges in the context of supportive relationships
where the learning is challenging, engaging, and meaningful to the student and the teacher
(CASEL, 2015).
Marcy in summary. The first research question in this study was: What are teacher
beliefs about social emotional learning in a synchronous webcam enabled online higher
education learning environment? Through interviewing and observing Marcy, I was able to gain
a significant amount of data about her use of social emotional learning strategies, and her beliefs
about those strategies. Despite Marcy’s initial unsure feelings about the extent to what social
emotional learning impacted her learning environment, she expressed to me a clear affirmation
that student engagement and social engagement was essential to the success of her students
within a synchronous online learning environment. She discussed with me the need for her
students to “regularly engage with one another” in order to “effectively reach their learning
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outcomes.” I concluded that Marcy’s description of the need for relationship skills and
engagement is one of the basic components for social emotional learning (CASEL, 2015; Zins &
Elias, 2007).
The second research question in this study was: Do teachers believe that synchronous
webcam enabled online learning environments impact the ability to implement social emotional
learning strategies in a higher education setting, and if so, how? Through her interview
responses, I surmised that Marcy did not feel the online environment posed a barrier to the
delivery of social emotional learning, especially related to her many years of experience teaching
within asynchronous online learning environments. When I asked her about the potential impact
of the synchronous online environment, she stated, “When you add the element of the camera in
and the synchronous participation, it speaks to my ability as a teacher to utilize different
interactive strategies.” Marcy’s responses during the interview showed me that she utilized the
technology available to her within an online setting to “support learning with active learning
strategies instead of a situation where they get lectured at for a few hours and likely would only
be able to regurgitate information.” Marcy continued with these thoughts by revealing to me,
There are some more effective benefits of engaging students, and as far as a learning
perspective, I think it’s better if you use higher order learning outcomes and really make
the learning experience more meaningful as far as the actual use of the context in the
class.
Marcy’s thoughts to me about implied benefits for student engagement and connectedness are
supported with research that shows the benefits of equipping students with the social and
emotional competencies needed through a purposeful social emotional development approach
(Seal et al., 2011). According to Seal et al. (2011) this social emotional approach would help to
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provide a theoretical and practical framework to increase understanding and develop an
increased social emotional learning capacity among students within a higher education learning
environment.
The third research question in this study was: What additional supports and resources do
higher education teachers believe would help support their ability to implement social emotional
learning strategies? Marcy expressed to me that she had a strong confidence in her ability to
actively engage her students; therefore she did not feel the need for additional supports or
resources in the area of social emotional learning. I found that the majority of her strategies
focused on the use of the technological tools found within the digital platform for the class in
order to facilitate student engagement. Marcy revealed to me that her technological struggles
typically are associated with the Adobe Connect platform, which supports her synchronous
online classroom. She stated, “that it hasn’t always been reliable.” She went on to describe to
me a personal preference for Zoom, which she described as having “a lower barrier for entry”
and a product that is “a little bit easier to use.”
Marcy explained to me that she felt that Adobe Connect was “built for meetings, and not
learning. So it looks very contrived like a classroom.” She responded positively to me when
discussing an opportunity to participate in targeted professional development as a means of
supporting social emotional strategies, as she consistently embraced and expressed a “mindset of
engaging learners” as an instructor. Through the purposeful use of technology, instructors utilize
what Mishra and Koehler (2006) call Technological Pedagogical Content Knowledge (TPCK).
This study provided me insight into the constant growth and development of the technology that
exists, and the need for educators like Marcy to evolve with the changes to optimize their skills
and abilities to deliver meaningful content to their students.
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Heather
Heather is an assistant professor at a private university who has been teaching within a
synchronous online learning environment for the last four years. Within the last 12 years, she
has been teaching in a higher education environment at several private and public universities in
both undergraduate and graduate level settings across many disciplines. She is currently
teaching in a synchronous online learning environment in a doctoral program of the School of
Education of a private university. I realized from the onset of the interview that Heather was
filled with positive energy. She expressed a positive attitude towards participating and reminded
me that her area of expertise is within the field of research, so she appreciates and supports the
process for others.
Interview with Heather. For the purposes of this case study, Heather described to me
her teaching within an online leadership program. She described to me the basic demographics
of her class as, “Mid-career folks who are practitioners. They are in multiple fields, but 50% are
still K-12 and higher-ed practitioners.” While describing her background to me, she provided a
commentary on her preparation to be an instructor within a higher education setting. She stated,
“Nobody at this level teaches you how to teach, so in terms of any particular sort of credentials,
there’s no such thing in the higher-ed context.”
When I asked about strategies used to ensure engagement with her students, Heather
detailed a variety of strategies related mostly to the digital tools available to support her online
learning environment. She described to me using, “different technical tools that the Adobe
Connect platform has.” Specifically, the interview with me focused on her preferred method of
using breakout groups as her “best way” to get engagement. She further described to me, “In the
breakout groups, there is much more of a likelihood that they will be engaged. The breakout
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room is definitely one strategy that I think facilitates engagement.” Heather also discussed with
me the use of the chat feature as a way to “allow those folks who are maybe quieter or more shy
in the main room to be able to vocalize or to answer questions or to engage in that discussion.”
Another method for engagement that Heather mentioned to me was the use of polls in class. She
described to me using this to “provide feedback about where they are and I test for
understanding. I also may ask them as kind of like my litmus test of did we cover everything, or
is there something more you think we need to cover.” Heather discussed with me the use of a
Google Document where her students construct a document that they can, “take away with them,
whereas with the Notes feature, unless they remember to email it to themselves, it’s sort of lost
in the classroom space.”
In order to answer research question #1 as it relates to teacher beliefs about social
emotional learning within a synchronous online learning environment, I asked Heather to share
everything she knows about social emotional learning. Heather replied,
Okay, I don’t know if I know that area of research as much. Obviously, there is socio-
cultural learning. I know a lot about socio-cultural learning, and I don’t know if it’s
similar to that, but I’m guessing so. I don’t really know if I have a really strong idea of
what social emotional learning is.
I avoided providing a definition of social emotional learning for Heather in order to avoid
swaying any beliefs or feelings as the interview continued. I observed that she seemed to try and
talk through the definition and relate known terms to try and make her own connections. She
stated,
I’m guessing that the social aspect of it is where individuals learn in concert with one
another through interaction with one another. I’m guessing that the emotional part has to
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do with how students feel about sort of who they are as individuals, how they feel about
the particular content, how they feel about being part of that community, that program or
that class.
When I asked specifically about social emotional learning strategies utilized within her
synchronous online learning setting, Heather responded, “I think if you are able to provide
opportunities – if the instructor is able to provide opportunities for students to talk to one another
and to be able to crosscheck.” In her response to me, she made the point that the subject matter
can make a difference in the ability of her students to connect to the material by pointing out,
If a student isn’t feeling really great about what they know about the content already,
there tends to be an affective filter. I think one of the things that is my responsibility as
an instructor is to make sure that I lower that affective filter and that I manage the
students’ anxieties around [the topic].
I found Heather to be consistent with her message about “creating a positive safe space for [her
students] to be able to learn, and that, I think, includes their emotions.” The belief she expressed
to me about creating an emotionally safe learning environment is supported with research that
shows that many of the desired social emotional learning competencies can be explicitly taught
and developed among higher education students (Boyatzis, 2009).
When I asked Heather to detail the challenges faced with student engagement within a
virtual learning environment, she described the struggles with creating a human connection
compared to a face-to-face setting. She reiterated her desire to me to try and create safe spaces,
but added,
I also like to have really good relationships with my students. At the end of the day, I
want to make sure they have a positive experience in my class. I do work hard at making
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sure that I am both responsive and positive and that they can see me as someone that they
can have a relationship with even beyond the content of the course.
I found that Heather seemed genuinely concerned about building a strong rapport with her
students and she showed a targeted focus on building relationship skills, which is a key
component of social emotional learning (CASEL, 2015). She described to me the barrier of
connecting through these efforts in a virtual environment by stating,
One of the ways is I kind of poke fun at myself a lot and I make jokes. I’m not naturally
a funny person, but somehow in the context of coursework I’ve developed sort of a
repertoire of interesting examples that tend to be funny and students laugh in my on-
ground classes. But in the online classes, it’s really hard to tell because it’s muted. So,
oftentimes I will crack what I think is a funny joke and I know I’ve gotten laughs in my
on-ground class, but the students – I don’t hear anything.
Heather also described to me how the synchronous environment has a lack of physical responses
including smiling and certain types of body language missing. She described to me the ease for
her students to be distracted by outside factors when participating in a synchronous online
learning class, and the “struggle to really check how engaged they are with the class”. Her effort
to combat this concern was expressed to me to include the use of breakout rooms “because it’s
really obvious in a smaller group” when students are not engaged.
When I asked her beliefs about the inclusion of social emotional learning strategies
within a synchronous online learning environment, Heather was overwhelmingly positive in her
response. She stated, “Absolutely. I think that it’s almost even more critical in an online context
because if you’re not careful, the technology can get in the way.” Heather clarified her response
to me by focusing on the topic of positive engagement with her students. She stated,
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I think one of the main issues with engagement is interest in the topic. If students are
feeling negatively toward the topic, if they’re feeling like they’re not understanding it or
that they’re nervous or anxious about it, then the online content just exacerbates that
because it’s much easier – I think it’s much easier.
Heather emphasized to me the importance of “building good relationships with [her] students,
engaging them, having them work together to construct knowledge is important no matter
whatever teaching format.” She described to me this level of student engagement as being “even
more critical” within a synchronous webcam-enabled learning environment. I found Heather’s
thoughts to be supported by research that shows through social emotional development,
individual capacity can be enhanced to recognize and regulate emotional information and
behaviors in order to facilitate desirable social outcomes (Seal et al., 2011).
As it relates to research question #1, Heather’s interview provided me frequent evidence
for her belief in the use of social emotional learning strategies within her synchronous online
learning environment. Throughout our interview, she provided numerous responses related to
his use of specific social emotional learning strategies including efforts to connect with her
students, encouraging the building of relationships, and a strong push for her students to be
engaged in the material and the learning outcomes.
To address research question #2 as it relates to teacher beliefs about the impact of online
learning environments on the delivery of social emotional learning, I asked Heather to provide
her input. Heather shared,
Yes, I think that it does to a small extent. I wouldn’t say that it’s impossible, but there
are strategies. I think having the webcam is great. There are things that I have to think
about, be more strategic about than in the on-ground format. It’s easier for me in an on-
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ground class to go and get sort of closer to a student and ask how she or he is doing.
When one of my students was upset, I could go straight to her during a break and ask her
how she was doing, and if she was ok. Whereas in the online class, it’s not as easy to do
that. I can private chat with them to check in, so it’s not impossible, but there’s definitely
a little bit of an added challenge in that context.
Heather mentioned to me her struggle to be sure about student engagement in an online
educational setting. These sentiments are supported by research that indicates the idea that
expressing your emotion or the ability to perceive others’ emotions in online environments is
often challenging due largely to limited cues even when it is a synchronous webcam-enabled
classroom setting (Wang & Reeves, 2007). These thoughts were supported with a statement
from Heather who said to me, “There’s so much outside of the context of that camera, that I,
personally, as an instructor, can’t see.”
As it relates to research question #2, Heather expressed to me a belief that a synchronous
webcam-enabled online learning environment can impact the ability to engage students and
deliver social emotional learning strategies. Her responses in our interview revealed her strong
awareness to the need for ensuring engagement in order to effectively facilitate social awareness
and relationship skills among her students, which are key components of social emotional
learning (CASEL, 2015; Zin & Elias, 2007).
In an effort to answer research question #3 as it relates to the resources and supports
needed to promote social emotional learning, Heather expressed to me a need for an increase in
the amount of professional development provided by her university to support instructors. She
emphasized this opinion to me when she stated, “I really don’t think that we have a robust
enough professional development model in higher education, and specifically for online.” I
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concluded that Heather felt as if the majority of the training provided to support instructors
centered on the use of the technology tools. This was reinforced to me when Heather stated,
When I first started teaching in this format in this [online] platform, there were trainings
that our partner institution provided. Most of those trainings were more technical though.
They really didn’t talk about how to engage students in a social-emotional way. They
were far more at the technical stages. So, prior to starting, I would say that I had almost
no such training.
Heather went on to discuss with me some specific supports and resources that would help to
increase her use of social emotional learning strategies. Specifically, she mentioned to me the
inclusion of a mentorship committee as a part of her program that helps to support the faculty.
She described this support to me by stating,
We spearheaded this effort to have a set of workshops for faculty, and particularly around
how to teach in a difficult time. I think it is difficult if we don’t learn as faculty how to
engage in those difficult conversations.
She went on to discuss with me a desire to be supported with her own instruction by sharing the
experiences of other staff members. She inquired with me, “What are the technical as well as
sort of more social things the faculty members have tried and feel are effective ways to engage
with students in that way?”
Heather also discussed with me her ideas for resources that would assist her in increasing
the use of social emotional learning strategies in her synchronous online learning classroom. She
described to me the benefit of having access to “videos with sample situations where there was
raw emotion being displayed in a classroom, and how the instructor managed it.” She described
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to me in detail that these resources would extend beyond concerns about current events and
could include things related to content. She explained to me,
I have a lot of situations where students are just lost and they’re looking at me pissed
because they don’t get the content and they feel like they’re falling behind. They feel
now even less self-efficacious and they’re looking to me to do something.
Heather expressed to me the usefulness to have access to videos that addressed these types of
situations as an example of modeling that she could access for reference when needed.
When I asked about her willingness to participate in professional development specific to
the area of social emotional learning, Heather responded affirmatively with, “Yeah, absolutely. I
have been asking for more professional development.” I concluded that she seemed to express
some frustration that the trainings currently being offered to her focused on the technical support
side of things, but she stated, “I would definitely be willing to go to trainings about [social
emotional learning].” I found her to be genuinely concerned about her ability to connect with
students within a synchronous online learning environment and she shared,
I think we get caught up in the academic part, but we don’t recognize that the student is
coming with particular emotions, and sometimes, the students coming from some really
heavy work things. They may come to class and tell me how they work as a principal
and just had to deal with a suicide attempt. So we have to realize that students are talking
to us with this raw emotion, and training on how to deal with those kinds of things would
be great.
I found Heather’s thoughts to be supported with research that provides a strong case to support
the idea of providing students with explicit opportunities to learn, acquire, and practice the social
emotional skills and competencies needed to be successful in life (Oberle et al., 2016).
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Observation of Heather’s class. After interviewing Heather, I conducted an observation
of one of her synchronous webcam-enabled online learning classes. I observed a total of 12
students in the class session and Heather facilitated the inquiry class with a focus on research
methods. I immediately noted how positively engaging Heather was on camera. She displayed
to me a cheerful, positive demeanor and delivery throughout the two-hour class session. I
observed her to be laughing and smiling regularly throughout the class session along with her
students, and she consistently maintained positive feedback and energy. In tabulating her
positive to negative ratio as a means of optimizing performance outcomes by her students Losada
& Heaphy, 2004), I noted that Heather was overwhelmingly positive, with 23 positive statements
compared to only 2 negative or corrective statements for a 11:1 positive ratio. She was observed
to say positive statements like, “I like that connection” and “That’s a great question.” I also
noted Heather frequently checking for understanding with her students and using an appropriate
wait time coupled with statements like, “Are there any questions about content from the previous
week” and “Does that make sense?”
I observed Heather’s rate of speech at times being very fast, which she mentioned as a
known issue for her during her interview claiming, “I have had students ask me to slow down
using the turtle icon and mention it in my course evaluation, so it is something I try to be aware
of in class.” In addition, I observed Heather smiling on camera throughout the lesson, and using
positive body language in response to dialogue from the students. In addition, I noted Heather’s
frequent and regular use of the participants’ names throughout the recorded lesson as a method to
build rapport and strengthen her relationship with the participants. The targeted focus by
Heather to strengthen relationships within the class is one of the major tenets of social emotional
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learning (CASEL, 2015). This was evident to me when at one point during the lesson she stated,
“This is one of my favorite classes.”
Throughout the observation I observed Heather discussing and utilizing a wide range of
the technological tools available within her webcam-enabled synchronous online learning
environment. Some of these techniques included the strategy of frequently using the chat
feature, use of a digital class poll, regular use of the notepad, private chats, and
pausing/unpausing of students’ webcams to indicate their “readiness to move on” after having
been asked to create a response. In addition, Heather utilized small group breakout groups on
more than one occasion and gave her students specific tasks to accomplish during these sessions
with a goal of being able to share out once the group came back together.
I did not observe Heather making explicit efforts to integrate specific social emotional
learning strategies, but her students were actively engaged and participating throughout the
lesson. I did note that much of the observed lesson involved Heather providing the dialogue and
referencing the material being presented from PowerPoint slides. I observed frequent
contributions from the class participants in response to questions posed by Heather. I noted that
Heather’s use of an anecdotal story about her husband and a situation they had encountered at
home helped to explain a concept, but it also created a sense of connectedness and level of
comfort with her and her students. This was evidenced by the students laughing along while the
story was being told and they also made frequent references back to the story throughout the
class session.
Heather in summary. The first research question in this study was: What are teacher
beliefs about social emotional learning in a synchronous webcam enabled online higher
education learning environment? Through interviewing and observing Heather, I was able to
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gain a significant amount of data about her beliefs related to the use of social emotional learning
strategies. Heather emphasized to me her desire to focus on building a relationship through
engagement with her students in an effort to “create a safe space” within her synchronous online
classroom environment. Her interview with me focused on her thoughts about her students
feelings as they relate to “who they are as individuals, how they feel about the particular content,
how they feel about being part of that community, that program or that class.” Heather’s
interview responses to me about her beliefs about social emotional learning align with Wang et
al., (2010) who sought to look at the specific behaviors of self-awareness, attunement to the
emotions of others, self-management, and interpersonal relationship skills in an effort to develop
the competency for desired skills, which may lead to an increase in academic achievement.
The second research question in this study was: Do teachers believe that synchronous
webcam enabled online learning environments impact the ability to implement social emotional
learning strategies in a higher education setting, and if so, how? Heather expressed a view to
me that a synchronous webcam-enabled online learning environment may impact the ability to
deliver social emotional learning strategies, and she emphasized the potential for the technology
to be an impact. She explained to me the need to “be more strategic” when teaching in an online
setting as the “technology can get in the way if you’re not careful.” I noted how Heather focused
her responses around the concept of building interest in the topic in order to maintain student
engagement throughout her class sessions. Heather expressed to me that engagement is “critical
no matter what kind of teaching you’re doing because building good relationships with your
students, engaging them, having them work together, social working together to construct
knowledge is important.” Throughout my observation of her class session, Heather was actively
engaged with her students, and her outgoing positive approach to presenting the material created
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a calming, productively engaged work environment and elicited frequent responses and
interaction with the class. Seal et al. (2011) indicated that social emotional development is a key
quality of value to higher education institution, particularly important in a world where so many
social interactions are technology driven and limited in scope. I noted that Heather’s efforts as
an instructor during the observation as it relates to student engagement mirrored the research of
Seal et al. (2011) which also focused on creating an environment within a higher education
setting that examines and enhances the capacity of students to interact through a social and
emotional lens.
The third research question in this study was: What additional supports and resources do
higher education teachers believe would help support their ability to implement social emotional
learning strategies? During the interview, Heather mentioned to me the need for additional
professional development opportunities for instructors like her who are teaching within a
synchronous online learning setting. I noted during the interview Heather stating, “I don’t think
there’s enough training for faculty. I really don’t think we have a robust enough professional
development model in higher education, and specifically for online [settings].” Within an online
setting, Mishra and Koehler (2006) emphasized a need to explore technologies in parallel with
the course content in authentic contexts in order to maximize the connections elicited from the
explicit use of social emotional learning strategies.
Conclusion
The findings gathered from three instructors throughout this qualitative case study
showed a common belief that within a synchronous webcam-enabled online learning
environment, social emotional learning can have a positive impact on students and learning
outcomes. In addition, the instructors for the current case study acknowledged the potential of a
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webcam-enabled synchronous online learning environment to impact outcomes due to the
uncertainness of the technology. Each of the three participants discussed potential technical
barriers, but all agreed that social emotional learning could still take place within a synchronous
online learning environment. Finally, each of the participants for the current case study agreed
that exposure to targeted professional development opportunities would be beneficial to their
ability to support the use of social emotional learning strategies within their synchronous online
learning classes.

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CHAPTER FIVE: CONCLUSIONS

Summary of Findings for Research Question #1
The first research question in this study was: What are teacher beliefs about social
emotional learning in a synchronous webcam enabled online higher education learning
environment? Each of the subjects for the current case study were involved in teaching within a
webcam-enabled synchronous online learning environment with an educational target for the
higher education subjects being taught. Each of the subjects struggled to clearly articulate a
definition for social emotional learning, but throughout the interview process, they each seemed
to take context clues to develop an understanding and their own working definition.
Through their synchronous online experiences, each of the subjects expressed a clear
value in the use and implementation of social emotional learning strategies within their online
instructional setting. Marcy at one point stated, “I believe teaching in any learning environment
should include social emotional learning strategies, and certainly online.” A similar sentiment
was shared by Heather when asked about the inclusion of social emotional learning within her
synchronous online setting when she stated, “Absolutely. I think that it’s almost even more
critical in an online context because if you’re not careful, the technology can get in the way.”
Peter’s comments mirrored the responses of Marcy and Heather as well when asked about the
inclusion of social emotional learning into his synchronous online setting. His response showed
a positive belief towards social emotional learning when he stated, “I like to lead my class with
some of those key components, being self-regulated, self-management, those relationships,
understand the social cues in this kind of environment.”
One common method used by each of the subjects to increase participation and
connectedness among their students was the use of small-group breakouts. Through the use of
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small-group breakout sessions, the researcher found that each of the subjects for the current case
study emphasized the benefits of students having an opportunity to contribute and work together
within the online class sessions. This concept parallels the research of Wang et al. (2003), who
found that collaborative learning strategies helped students maintain a heightened sense of
community and led to positive learning outcomes within a synchronous online learning
environment. Peter explained to me that this small-group environment increased the likelihood
that his students would participate in discussions since everyone can “see each other, hear each
other, and interact in productive ways.” Peter shared that his students “prefer the small breakout
room conversations the best, as it is like teaching face to face, and they really appreciate that.”
These strategies for engagement by Peter support the research about how the delivery of SEL can
facilitate effective communication with peers and teachers, assist in achieving academic goals,
and increase the motivation needed to learn Oberle et al. (2016). The benefits of the small-group
breakouts were also shared by Marcy who stated, “I make use of the breakout sessions quite a
bit, and I do that in pairs as well as in small groups” as an opportunity of “both engaging with
them and them engaging with each other to kind of move away from the idea of me being on the
stage lecturing – in fact I do very little lecturing.” Heather also detailed her use of small-group
breakouts in an effort to combat disengagement by stating “because it’s really obvious in a
smaller group” when students are not engaged.
Summary of Findings for Research Question #2
The second research question in this study was: Do teachers believe that synchronous
webcam enabled online learning environments impact the ability to implement social emotional
learning strategies in a higher education setting, and if so, how? Each of the subjects for the
current case study indicated and emphasized the importance of the technology within an online
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format supporting meaningful outcomes for their students. When describing the tools used for
their synchronous online learning environments, the subjects each indicated a wide range of
digital tools at their disposal. All three subjects discussed the use of digital tools, which support
content delivery, including: the 2U platform, Adobe Connect and Google. The subjects each
discussed the ability of students to successfully utilize and navigate the technology as a key
component for success. Im and Lee (2003) have also supported this concept by indicating the
need for strong technical supports within synchronous online learning environments.
Each of the subjects for the current case study discussed the importance of being aware of the
potential for disengagement within any online learning environment. According to research,
McBrien et al. (2009) found several students who reported a reduction in their educational
experience due to the lack of non-verbal communication and difficulties with the technology
within a synchronous online setting. As I asked Marcy to describe the challenges with student
engagement and participation, she admitted that the online learning environment posed some
issues. She described this challenge in an online setting as missing, “the space in between -
meaning before class, after class, during break, as we transition sort of from one topic to the
next.”
Each of the subjects within the current case study are content experts with many years of
experience, but there is a question about the extent to which a synchronous online learning
environment supports their ability to effectively deliver social emotional learning. Each of the
subjects discussed a need to focus on engagement of their students, which is a cornerstone for
effectively implementing social emotional learning strategies. According to research (Elias et
al., 2008; Zins et al., 2004) engaging students supports successful academic performance by
students and is dependent on:
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1. Students’ social-emotional skills for participatory competence
2. An approach to education with a sense of positive purpose
3. The presence of safe, supportive classroom and school climates that foster
respectful, challenging, and engaging learning communities.
This engagement is paramount for any measured level of success with students, but especially
important within an online learning setting (Im and Lee, 2003; Ng, 2007; Wang et al., 2003).
Wyatt and Bloemaker (2013) made the assertion that research supports the importance of the role
of social emotional learning as it relates to academic achievement, but little attention has been
given to research on the development of SEL curricula in higher education programs.
In discussing the impact of the online setting on his ability to deliver social emotional
learning Peter shared, “No, I don’t think it limits it. I think it actually enhances it because those
particular characteristics I described earlier [self-management and self-regulation] are paramount
to [student] success.” When I asked Marcy about the impact of teaching within a synchronous
online environment, she stated, “When you add the element of the camera in and the
synchronous participation, it speaks to my ability as a teacher to utilize different interactive
strategies.” Marcy’s responses during her interview showed me that she utilized the technology
available to her within an online setting to “support learning with active learning strategies
instead of a situation where they get lectured at for a few hours and likely would only be able to
regurgitate information.” Heather also described the synchronous environment as having a lack
of physical responses including smiling and missing certain types of body language. She
described to me the ease for her students to be distracted by outside factors when participating in
a synchronous online learning class, and the “struggle to really check how engaged they are with
the class”.
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The findings of the current qualitative case study paralleled research by McBrien et al.
(2009), who were interested in exploring student experiences at the completion of a synchronous
online learning course. It was reported that students from the study often reported confusion
from the simultaneous interactions and multiple modes of communication within the online
environment. McBrien et al. (2009) also found that several students within their study reported a
reduction in their educational experience due to the lack of non-verbal communication and
difficulties with the technology. Heather seemed to support these findings when describing the
struggle to connect virtually. Through her comments, she related the struggle to be close to a
student physically when online, which reduces the connectedness and creates “a little bit of an
added challenge.”
Summary of Findings for Research Question #3
The third research question in this study was: What additional supports and resources do
higher education teachers believe would help support their ability to implement social emotional
learning strategies? Each of the participants for the current qualitative case study revealed a
need to have their delivery of social emotional learning supported through targeted professional
development since they all expressed experiences of professional development targeting
technical supports for their synchronous online learning environments. In addition, two of the
respondents discussed a need for ongoing resources to support their ability to maintain an
understanding and to ensure the delivery of social emotional learning within their webcam-
enabled synchronous online learning environment.
When I asked specifically about her willingness to participate in professional
development specific to the area of social emotional learning, Heather responded affirmatively
with, “Yeah, absolutely. I have been asking for more professional development.” I concluded
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that she seemed to express some frustration that the trainings currently being offered to her
focused on the technical support side of things, but she stated, “I would definitely be willing to
go to trainings about [social emotional learning].” This sentiment was echoed by Peter when
asked about a willingness to participate in professional development when he stated “I would. I
just feel that when it comes to students, I’m there to support them and if there’s something that I
can learn to help them on, I’d totally be interested in that.”
Limitations and Delimitations
The following limitations include factors that were beyond my control and may have
affected the results of the study or how the results were interpreted:
1. Generalizability: the findings and conclusions drawn from this study were only
generalizable to the target program.
2. Lack of prior research on the current topic: limited research exists specific to the
topic of social emotional learning within a synchronous webcam-enabled online
learning environment.
The following delimitations include factors that were within my control, yet may still
have affected the results of the study or how the results were interpreted:
1. Site choice: only one university was a part of the current case study.
2. Sample size: the limited sample size of three instructors of the current case study
made generalizability difficult.
3. Instrumentation: qualitative case studies typically position the researcher as the
primary data collection and analysis instrument, which likely had an impact on
the findings presented.

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Recommendations for future research
Future research within the area of synchronous online learning should include an
expanded review of the impacts of social emotional learning in a higher education setting.
Specifically, in order to further understand the importance and impacts of social emotional
learning, further research should include more participants and additional higher education
institutions to be able to generalize findings and truly gain a deeper level of understanding. By
increasing the sample size, an increased likelihood of being able to generalize the results could
be accomplished. As digital learning opportunities continue to expand across education, so to
should the understanding for optimizing student outcomes. Further research could assist in
developing efforts to understand the impacts of a targeted social emotional learning effort.
The benefits of including social emotional learning across the vast disciplines that exist
within a higher education setting could have significant relevance. As higher education
educators across all disciplines of study make attempts to impart knowledge into their students,
ultimately, a higher order goal of creating what Elias (2014) refers to as students who are
contribution-ready for life in the real world. Ultimately, higher education is tasked with trying to
prepare students for more than college and careers, as outcomes are expected to prepare students
to be productive members of society and valued members of their families and workplaces
(Elias, 2014). Social emotional learning may be the catalyst to these outcomes if taught in
purposeful, targeted ways.
Further research within the arena of social emotional learning expansion could influence
and impact all synchronous online learning programs, but the exponential benefits to teacher-
training programs and other educationally-based programs could have a lasting impact. With a
focused approach on courses involving students who are educators or future educators, the
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likelihood of those students repeating the techniques and strategies with their own classrooms of
students creates an exponential level of benefit. Research supports the systematic inclusion of
social emotional learning strategies within schools (CASEL, 2015; Oberle et al. 2016) and this
qualitative case study adds to the theory of knowledge.
It would also be beneficial to conduct studies that provided the opportunity for a
comparison in the impact of social emotional learning strategies between a synchronous online
setting and an on-ground experience. As online learning opportunities continue to expand,
further research might be able to determine any impacts that might exist in an online setting as it
relates to the delivery and level of effectiveness for social emotional learning strategies. One
method that may assist in the pedagogy for higher education instructors teaching within a
synchronous online setting is a targeted training program specifically designed to provide skills
and strategies for social emotional learning. If universities were to provide targeted social
emotional learning professional development opportunities, pedagogical skills could be
strengthened and social emotional learning strategies would be better supported and incorporated
into class sessions through intentional means.
Implications
The current case study has expanded the understanding of teacher beliefs for social
emotional learning within a webcam-enabled synchronous online learning environment, but
many questions still remain about how these concepts impact college-aged students and how
many of the strategies are explicitly being taught within higher education settings. According to
Seal et al. (2011) higher education is generally praised for the ability to develop academic
knowledge in students, yet often criticized for not adequately preparing students for the broad
types of roles and leaders that organizations need. Seal et al. (2011) reveal that this gap can be
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filled by higher education institutions equipping students with the social and emotional
competencies needed through a purposeful social emotional development (SED) approach.
According to Seal et al. (2011), this SED approach would provide a theoretical and practical
framework to increase understanding and develop an increased social and emotional capacity
among higher education students.
Through the purposeful use of technology, instructors utilize what Mishra and Koehler
(2006) call Technological Pedagogical Content Knowledge (TPCK) and TPACK (Koehler &
Mishra, 2009). The findings of this case study revealed the impact of the TPACK framework on
improving pedagogical practice and training as it relates to the use and integration of technology.
This case study provided an insight into the constant growth and development of the technology
that exists, as well as the need for educators to evolve with the changes to optimize their skills
and ability to deliver content to their students. Within an online setting, Mishra and Koehler
(2006) emphasized a need to explore technologies in parallel with the course content in authentic
contexts in order to maximize the connection, and this lends strength to the argument in favor of
integrating social emotional learning into an online instructional setting.
Research has shown that beyond just academic performance, social emotional learning
can positively impact physical health, citizenship, job-readiness skills and can also reduce
maladjustment, reduce substance abuse, and create greater overall happiness (Elias, 1997; Zins et
al., 2004). These numerous social skills remain relevant within a higher education setting, so the
inclusion of social emotional learning is vital to include alongside the curriculum. With the
proper level of support and training, higher education instructors can acquire and maintain the
skills and knowledge to properly implement social emotional learning strategies into their
educational settings. These thoughts match the research which shows the benefits of a dedicated
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focus to social and emotional learning in the higher education setting, which may better prepare
students for the dynamic and ever-changing world (Seal et al., 2011)
Conclusion
The focus of the current case study was on the beliefs of higher education teachers related
to the topic of social emotional learning. The inclusion of social emotional learning has been
shown to increase learning and improve academic outcomes (Durlak & Weissberg, 2011, Elias et
al., 2008; Wang et al., 1997; Zins & Elias, 2007). When a targeted focus is put on creating an
intersection of social emotional learning and academic achievement, potential for success is
maximized as shown through developing social-emotional competence in order to develop
success within school settings (Zins & Elias, 2007). Specific to higher education settings,
limited research exists detailing the impact and use of social emotional learning strategies,
although the skills embedded in social emotional learning are those regularly desired by
employers (Dymnicki et al., 2013; May & Carter, 2012; Seal et al., 2015). As it relates to the
current research question, the inclusion or focus on social emotional learning within a higher
education setting often does not get addressed by educators, despite an awareness and research to
support the positive impact (Seal et al., 2011).
Each of the participants in the current case study struggled to completely define social
emotional learning, although each seemed to share a belief that it was a positive concept and
would enhance and benefit their abilities to connect with students within a higher education
setting. In addition, the willingness to participate in professional development opportunities was
a shared sentiment among the participants for the current study, which shows their belief in the
value that social emotional learning provides for their students within a virtual setting. I strongly
believe that this targeted social emotional learning professional development should be included
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across disciplines in every higher education setting, including virtual learning environments.
The numerous positive benefits and outcomes for students associated with the use of social
emotional learning (Elias et al., 2008; Durlak et al., 2011; Oberle et al., 2016; Seal et al., 2011;
Wang et al., 2012; Zins et al., 2004; Zins & Elias, 2007) provide a clear pathway for an
expanded implementation and utilization within any and all learning environments.

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Appendix A
Final Interview Protocol
I. Introduction:
Thank you for agreeing to participate in my study. My name is Greg Cleave and I am a
doctoral student at the University of Southern California. I am conducting interviews as a part of
a doctoral dissertation and I appreciate the time that you have set aside to answer some of my
questions. The interview should take about an hour, so hopefully that works for you.
Before we get started, I want to provide you with an overview of my study and answer
any questions you might have about participating. The primary purpose of this study is to
conduct qualitative research. I am particularly interested in understanding the beliefs and
ideologies surrounding specific topics within your synchronous online classroom setting. I am
observing multiple classrooms and talking to multiple teachers to learn more about this.
I want to assure you that I am strictly wearing the hat of researcher today. What this
means is that the nature of my questions (and observations) are not evaluative. I will not be
making any judgments on how you are performing as a teacher.
I am happy to provide you with a copy of my final dissertation if you are interested.
Might you have any questions about the study before we get started? If you don’t have any
(more) questions I would like to have your permission to begin the interview. I have brought a
recorder with me today so that I can accurately capture what you share with me. May I also have
your permission to record our conversation?
If at any time during the interview you wish to discontinue the use of the recorder or the
interview itself, please feel free to let me know. All of your responses are confidential. At this
time I would like to remind you of your written consent to participate in this study. I am the
responsible investigator. You and I have both signed and dated each copy, certifying that we
agree to continue this interview. You will receive one copy and I will keep the other under lock
and key, separate from your reported responses.
Your participation in this interview is completely voluntary. If at any time you need to
stop or take a break, please let me know. You may also withdraw your participation at any time
without consequence. Do you have any questions or concerns before we begin? Then with your
permission we will begin the interview.

II. Setting the Stage:
I am hoping we could start with you telling me a little bit about your class this year:
* What subjects are you teaching?
* What are the demographics of the students you are serving?

III. Heart of the Interview:

Background
1. Can you tell me about your teaching background?
2. How long have you been teaching in a synchronous webcam-enabled online learning
environment?
3. What procedures and strategies do you use as an instructor to ensure engagement with
your students?
Social Emotional Learning
4. Can you tell me everything you know about social emotional learning?
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5. What, if any, social emotional learning strategies do you use in your classroom?
6. In what ways do social emotional learning strategies support learning in your classroom
environment?
7. What are some of the challenges you face in the virtual classroom environment as it
relates to student engagement and participation?
8. Do you believe that teaching in a synchronous webcam-enabled online environment
should include the delivery of social emotional learning strategies, and if so, how and
why?
9. Do you believe that teaching in a synchronous webcam-enabled online environment
impacts your ability to deliver social emotional learning strategies, and if so, how and
why?
Support
10. What training, if any, specific to social emotional learning strategies have you been a part
of before becoming an online instructor?
Additional Supports
11. What additional supports would help you to increase the use of social emotional learning
strategies in your classroom?
12. What additional resources would help you to increase the use of social emotional learning
strategies in your classroom?
13. Would you be willing to take part in training or in-services designed to support social
emotional learning components into your online instruction setting?

IV. Closing Question:
14. I am wondering if there is anything that you would add to our conversation today that I
might not have covered?

V. Closing:
Thank you so much for you sharing your thoughts with me today. I really appreciate
your time and willingness to share. Everything that you have shared is really helpful for my
study. If I find myself with a follow-up question, I am wondering if I might be able to contact
you, and if so, if email is ok? Again, thank you for participating in my study.

Abstract (if available)

Abstract Electronic learning, or e-learning, is a growing and complex sector of education. This research proposal investigated teacher beliefs related to the use of social emotional learning strategies within a synchronous webcam-enabled online learning environment. Combining a framework for social emotional learning with one that aimed to describe effective teaching with technology, this qualitative case study examined several research questions. These questions included: (a)What are teacher beliefs about social emotional learning in a synchronous webcam enabled online higher education learning environment? (b) Do teachers believe that synchronous webcam enabled online learning environments impact the ability to implement social emotional learning strategies in a higher education setting, and if so, how?

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Asset Metadata

Creator Cleave, Gregory Michael (author)

Core Title What are teacher beliefs about social emotional learning in a synchronous webcam-enabled online higher education learning environment?

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/17/2017

Defense Date 04/17/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,online learning,social emotional learning,teacher beliefs,webcam

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hyde, Corinne (committee chair), Behar, Steve (committee member), Crawford, Jenifer (committee member)

Creator Email cleave@usc.edu,gregcleave@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-354752

Unique identifier UC11257990

Identifier etd-CleaveGreg-5188.pdf (filename),usctheses-c40-354752 (legacy record id)

Legacy Identifier etd-CleaveGreg-5188.pdf

Dmrecord 354752

Document Type Dissertation

Rights Cleave, Gregory Michael

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA