From presence to proximity in online higher education: students’ lived and desired relationships

Aires, Luísa

http://hdl.handle.net/10400.2/20618

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Authors

Aires, Luísa

Abstract(s)

This article examines how students experience and build relational ties in online higher education. Using a hermeneutic phenomenological approach, it analyses students’ lived and desired relationships across four domains: the online campus, the degree programme, teachers, and peers. One hundred and forty-four students completed an open-ended questionnaire. Their narratives informed the Relational Proximity Matrix (RPM), a framework used to map connections and distinguish transformative, functional, and residual modes of proximity. Findings indicate strong affective and supportive ties among peers, whereas interactions with teachers and the online campus are often formal or instrumental. The study concludes that relational proximity, rather than access alone, depends critically on recognition, reciprocity, and pedagogical care. The RPM offers a heuristic orientation that may inform educational design and support educators and institutions in cultivating practices that enhance relational quality.

Keywords

Online higher education Relational proximity Belonging Hermeneutic phenomenology Relational proximity matrix

URI

http://hdl.handle.net/10400.2/20618

Citation

Aires, L. (2025/2026). From presence to proximity in online higher education: Students’ lived and desired relationships. Education Sciences, 16(1), 28. https://doi.org/10.3390/educsci16010028 (online first, 24/12/2025)