Teaching Presence in Online Course for Part-time Undergraduates

Baker. Credence (2010). Teaching Presence in Online Course for Part-time Undergraduates. The Journal of Educators Online, 7(1).

This paper begins by noting that researchers have moved from establishing the notion that there is no significant difference between face-to-face and online learning to extending research to empirically validate best practices in online learning thus providing more effective online courses and taking advantage of the unique features of the online environment. Instructors in blended courses do have the opportunity to establish positive teaching presence and immediacy in the face-to-face component of their courses, but these two practices may have implications for learner motivation, active learning and participation and achievement of outcomes in the online portion. The author refers to other research that notes that instructors can convey “visibility” with regularly scheduled interactions, inform students of their availability, provide feedback that is consistent and meaningful, be present as an effective moderator in discussions and use their content background to reactivate discussions that languish. The study results provide interesting distinctions between the effects of instructor presence and instructor immediacy on student behaviour and outcomes.

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