<![CDATA[The rapid expansion of online higher education has transformed not only instructional practices but also students’ social and emotional learning experiences. This study explores university students’ experiences of loneliness and social connection in online higher education contexts through a convergent mixed-methods design grounded in Social Presence Theory. Quantitative and qualitative data were collected concurrently from university students who had experienced online learning for at least one academic semester. The quantitative phase involved an online survey administered to 102 students, while the qualitative phase consisted of semi-structured interviews with 12 purposively selected participants. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed through thematic analysis. The findings revealed that students experienced moderately high levels of loneliness alongside moderate levels of social connection, peer interaction, instructor interaction, and sense of belonging in online learning environments. Qualitative findings further demonstrated that students frequently perceived online learning as emotionally distant and socially limited due to reduced interpersonal interaction, limited visibility, and minimal emotional engagement. However, meaningful social connection remained possible through collaborative activities, instructor responsiveness, and active participation. The integration of findings suggests that loneliness and social connection coexist dynamically within digitally mediated educational environments. The study highlights the importance of social presence, interpersonal responsiveness, and interaction quality in fostering emotionally supportive online higher education experiences.]]>
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