Date
11-13-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Brian K. Jones
Keywords
Online Learning, Social Isolation, Male Students, Higher Education, Social Presence, Mental Health, Men’s Mental Health, Coping Strategies, Phenomenology, Distance Education, Emotional Well-Being, Asynchronous Learning, Virtual Learning Environments
Disciplines
Education
Recommended Citation
Ide, Patrick, "Male Post-Secondary Students’ Experiences With Social Isolation Enrolled in Online Classes: A Hermeneutic Phenomenological Study" (2025). Doctoral Dissertations and Projects. 7603.
https://digitalcommons.liberty.edu/doctoral/7603
Abstract
The purpose of this hermeneutic phenomenological study was to describe the lived experiences of male post-secondary students enrolled in a large university in the western part of the United States who have felt socially isolated while participating in an online learning environment. At this stage of the research, social isolation was defined as the state of being distant or disconnected from others with limited or no in-person connections. The central research question is: What are the lived experiences of male post-secondary students enrolled in online academic programs who have experienced social isolation? Sub-questions addressed the level of connectedness and how it contributes to the overall learning satisfaction of the participants. Short et al.’s theory of social presence guided this study in understanding students’ need to feel socially connected. Data came from individual interviews, focus groups, and journal prompts from a sample of 10 male post-secondary students. A hermeneutic phenomenological approach was used for analysis, allowing me to discuss students’ experiences to help discover consistent themes and textual descriptions. Systematic coding, triangulation, and description were used to analyze the data. The findings showed that male students often experienced emotional detachment, instructor invisibility, and peer anonymity within their online classes. Each participant in the study overcame these barriers by establishing personal routines, seeking external academic support, and utilizing informal peer assistance. Some students found meaning within the online learning environment through spiritual contemplation, self-dedication, and reframing isolation as an opportunity for personal growth. In summary, these findings suggest the online learning experience can be both isolating and transformational.
