Student - student communication; student - teacher; student - system

1. Introduction

In virtual learning environments, the successful establishment and maintenance of communication, as well as the development of social presence, are fundamental prerequisites for a quality teaching process. Social presence in this context implies the ability of participants to perceive each other as visible, accepted and connected members of the community, even when they are physically distant. It creates an environment in which students feel safe to express their opinions, ask questions and actively participate in teaching activities. When such presence is not developed, communication is reduced to the exchange of information without deeper engagement, and e-courses risk becoming static and demotivating, devoid of the dynamic interaction that encourages critical thinking and collaborative learning.

In the higher education context, where students are expected to develop independent thinking, the ability to argue and critically evaluate sources, the role of communication and social presence becomes even more important. Higher education teaching in a virtual form must replace the elements of spontaneous discussions and academic dialogue that occur naturally in the physical classroom. This is achieved through carefully designed activities that encourage interaction, such as guided discussion forums, synchronous meetings and collaborative projects. In such an environment, teachers assume the role not only of experts in the subject area, but also of designers of learning experience, moderators of discussions and promoters of the creation of a kind of academic micro-community. This ensures that online courses are not just a transfer of information, but a space for active and meaningful learning, which enables students to develop the competencies needed for future professional activity.