Applying Online Instructor Presence Amidst Changing Times

2021 ◽  
pp. 170-198
Author(s):  
Michelle L. Rosser-Majors ◽  
Sandra Rebeor ◽  
Christine McMahon ◽  
Stephanie L. Anderson
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Active Learning ◽  
Community Of Inquiry ◽  
Research Protocol ◽  
Pass Rates ◽  
Online Instructors ◽  
Instructor Presence ◽  
Changing Times ◽  
Online Instructor

Online learning can be challenging for both the students and instructors. Students can feel isolated or intimidated by the asynchronous environment, and instructors may find it difficult to connect with students as well as encourage active learning and critical thinking. Instructor presence (IP), as presented by the community of inquiry model (CoI), suggests that there are three areas of presence that must be applied cohesively to create an environment that is satisfying to students and the instructor: teaching, social, and cognitive. In this chapter, the authors report their findings of applied IP on student pass rates, drop rates, and satisfaction after exposing online instructors to IP training that provided immediate application examples. The findings suggested that when IP is applied effectively, student outcomes are significantly improved and are sustainable. This chapter will also share specific strategies, based on this model, that were utilized in the authors' research protocol.

scholarly journals Conceptualizing and investigating instructor presence in online learning environments

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Jennifer C Richardson ◽  
Adrie A. Koehler ◽  
Erin D. Besser ◽  
Secil Caskurlu ◽  
JiEun Lim ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Teaching Presence ◽  
Online Instructors ◽  
Case Study Methodology ◽  
Implementation Phase ◽  
Instructor Presence ◽  
Study Methodology ◽  
Online Instructor

<p>As online learning opportunities continue to grow it is important to continually consider instructor practices. Using case study methodology this study conceptualizes instructor presence, the intersection of social and teaching presence as defined within the Community of Inquiry literature, and is based in the implementation phase of online courses which is important to note since instructors often teach courses they did not design or develop.  The investigation of the instructor presence behaviors of 12 online instructors and the emerging profiles of instructor presence provide a gateway to strategies for online instructors and offer a window into the ways instructional presence elements work together while providing insights into how to make the best use of online instructor time.  In practical terms, the profiling method provides a useful way for practitioners to improve their own experiences.</p>

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

Social Presence in an Online Learning Environment

2021 ◽  
pp. 1-21
Author(s):  
Billi L. Bromer
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Sense Of Community ◽  
Social Connectedness ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Active Engagement ◽  
The Social ◽  
Online Experience ◽  
Online Instructor

Technology alone cannot create the sense of community that is needed for effective online learning. Participants in an online environment can perceive a sense of isolation when social connectedness is not created and encouraged. A community of inquiry emerges when online participants perceive that they are seen and heard and opportunities for active engagement with others is provided. This chapter provides guiding principles for an effective online experience and includes multiple suggestions from an experienced online instructor to create and maintain the social presence of all participants in any online learning experience.

Training Prospective Online Instructors

2011 ◽  
pp. 151-165
Author(s):  
MarySue Cicciarelli
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Empirical Research ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Training Topic ◽  
Effective Training ◽  
Design Theories ◽  
Online Instructor

Research shows that training prospective online instructors in an online learning environment is advantageous. One effective training topic is on use of theory when designing curriculum. Information in this study reports what empirical research shows about online instructor use of different design theories. It identifies design theories that have not been researched in regard to online instructor utilization of theory, and it illustrates how frequently online instructors use nine of the design theories.

Moderating Learner-Centered E-Learning

2011 ◽  
pp. 536-561
Author(s):  
Curtis J. Bonk ◽  
Robert A. Wisher ◽  
Ji-Yeon Lee
Keyword(s):  
Online Learning ◽  
Idea Generation ◽  
Learning Problems ◽  
Student Reasoning ◽  
Online Instructors ◽  
Learner Centered ◽  
Problems And Solutions ◽  
E Learning ◽  
Online Instructor

In response to the changes taking place in collaborative online learning environments, this chapter discusses how the simultaneous emergence of collaborative technologies and the learner-centered movement impacts the role of the online instructor. As part of this review, research related to online moderation and facilitation of learning is summarized.  It is suggested that online instructors need to facilitate student generation and sharing of information, while assuming the role of learning coach or mentor to provide needed leadership and guidance.  Finally, ten key benefits and implications of e-learning, as well as ten potential problems and solutions, are summarized to assist e-learning decision makers and instructors.  Among the benefits include the permanence of the online text, the availability of online mentors, and the fostering of student idea generation.  Some consistent online learning problems include learner confusion, lack of justification of student reasoning, and difficulties in grading online content.  Instructors are provided with guidelines on how to take advantage of the benefits while limiting or overcoming the problems.

scholarly journals Instructors’ Perceptions of Instructor Presence in Online Learning Environments

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Jennifer C. Richardson ◽  
Erin Besser ◽  
Adrie Koehler ◽  
JiEun Lim ◽  
Marquetta Strait
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Master's Program ◽  
Online Instructors ◽  
Study Approach ◽  
Instructor Presence ◽  
Multiple Case

<p class="2">As online learning continues to grow significantly, various efforts have been explored and implemented in order to improve the instructional experiences of students.  Specifically, research indicates that how an instructor establishes his or her presence in an online environment can have important implications for the students’ overall learning experience. While instructor presence appears to be an important aspect of online learning, more research is needed to fully understand this construct. The purpose of this study was to consider online instructors’ perceptions related to presence, beliefs about actions, and the perceived impact of instructional presence. Using an explanatory multiple-case study approach, this research considered the perspectives of 13 instructors teaching in an online master’s program at a large Midwestern public university.  Results indicate instructors viewed instructor presence as an important component in online courses but their reasons varied. Furthermore, the instructors discussed a number of communication strategies they used, the importance of using such strategies to connect to students, and the potential impact of these strategies on student participation and learning. Additional themes from the interview data are discussed, and implications for online teaching and learning are suggested.</p>

scholarly journals EXPLORING FOUR DIMENSIONS OF ONLINE INSTRUCTOR ROLES: A PROGRAM LEVEL CASE STUDY

2019 ◽  
Vol 9 (4) ◽  
Author(s):  
Xiaojing Liu ◽  
Curt J. Bonk ◽  
Richard J. Magjuka ◽  
Seung-hee Lee ◽  
Bude Su
Keyword(s):  
Online Learning ◽  
Student Teacher ◽  
Online Instructors ◽  
Four Dimensions ◽  
Mba Program ◽  
Midwestern University ◽  
Mixed Feelings ◽  
Online Facilitation ◽  
Online Instructor

The purpose of this study was to understand the practice of online facilitation in a Midwestern university which has a highly successful traditional MBA program. This study explored the instructors’ perceptions regarding four dimensions of instructor roles using Berge’s [1] classifications: pedagogical, managerial, social, and technical. This study also examined the challenges and issues confronting online instructors when fulfilling these roles. The results suggest that instructors carried out several important roles to varying degrees. The findings reveal a stronger emphasis on the pedagogical roles (course designer, profession-inspirer, feedback-giver, and interaction-facilitator). Emphasizing those roles, the instructors promote three types of interactions: student-content, student-student, and student-teacher. A lesseremphasis on social roles represented mixed feelings regarding its importance to the instructors. While students rated the instructors very positively, the results also indicate that instructors still need to have their roles transformed pedagogically, socially, and technologically if they are to establish a more engaging and fruitful environment for online learning.

Conceptualizing Characteristics of Professional Learning in an Online Environment

2019 ◽  
pp. 14-27
Author(s):  
Aimee L. Morewood ◽  
Julie W. Ankrum ◽  
Allison Swan Dagen
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Conceptual Framework ◽  
Professional Learning ◽  
Community Of Inquiry ◽  
Social Constructivist ◽  
Online Environment ◽  
Online Tools ◽  
Constructivist Perspective ◽  
Research Based Practices

This chapter describes the intersection between documented research-based practices for effective professional learning and Garrison, Anderson, and Archer's conceptual framework for effective online learning and engagement, known as the community of inquiry (CoI). A social constructivist perspective is used to align the features of effective professional learning (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Practical examples of online tools, for both synchronous and asynchronous online professional learning offerings, are discussed and implications for practice and research are presented.

Moderating Learner-Centered E-Learning

2004 ◽  
pp. 54-85 ◽  
Author(s):  
Curtis J. Bonk ◽  
Robert A. Wisher ◽  
Ji-Yeon Lee
Keyword(s):  
Online Learning ◽  
Idea Generation ◽  
Learning Problems ◽  
Student Reasoning ◽  
Online Instructors ◽  
Learner Centered ◽  
Problems And Solutions ◽  
E Learning ◽  
Online Instructor

In response to the changes taking place in collaborative online learning environments, this chapter discusses how the simultaneous emergence of collaborative technologies and the learner-centered movement impacts the role of the online instructor. As part of this review, research related to online moderation and facilitation of learning is summarized.  It is suggested that online instructors need to facilitate student generation and sharing of information, while assuming the role of learning coach or mentor to provide needed leadership and guidance.  Finally, ten key benefits and implications of e-learning, as well as ten potential problems and solutions, are summarized to assist e-learning decision makers and instructors.  Among the benefits include the permanence of the online text, the availability of online mentors, and the fostering of student idea generation.  Some consistent online learning problems include learner confusion, lack of justification of student reasoning, and difficulties in grading online content.  Instructors are provided with guidelines on how to take advantage of the benefits while limiting or overcoming the problems.

Conceptualizing Characteristics of Professional Learning in an Online Environment

2021 ◽  
pp. 225-239
Author(s):  
Aimee L. Morewood ◽  
Julie W. Ankrum ◽  
Allison Swan Dagen
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Conceptual Framework ◽  
Professional Learning ◽  
Community Of Inquiry ◽  
Social Constructivist ◽  
Online Environment ◽  
Online Tools ◽  
Constructivist Perspective ◽  
Research Based Practices

This chapter describes the intersection between documented research-based practices for effective professional learning and Garrison, Anderson, and Archer's conceptual framework for effective online learning and engagement, known as the community of inquiry (CoI). A social constructivist perspective is used to align the features of effective professional learning (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Practical examples of online tools, for both synchronous and asynchronous online professional learning offerings, are discussed and implications for practice and research are presented.

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