Download or read book Examining the Relationship Between Student Perceptions of Online Instructor Teaching and Social Presence Through Introductory Video Characteristics written by Susie Baker Boles and published by . This book was released on 2018 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Perceptions of and Preferences for Online Instructor Course Introductions written by Ömer Arslan and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online instructors utilize instructional strategies to mitigate challenges that arise from transactional distance. These strategies can also facilitate establishing instructor social presence and identity, which is a common concern in online learning contexts. Effective online course introductions provide an opportunity for instructors to introduce themselves to online learners and model effective self-disclosures early in the course. Introductions help online learners know more about their course instructors and help them have a sense of what kind of an instructor they will be engaging in learning interactions with.Although course introductions are common first-day-of-the-class activities, there is limited empirical research on what students like to know about their instructors at the start of a course. Furthermore, previous studies demonstrate inconsistent findings regarding student perceptions of and preferences for the timing and type of instructor self-disclosures that are appropriate in an educational context. This exploratory study uses survey design to examine undergraduate and graduate students' perceptions of and preferences for online instructor course introductions. Participants were recruited from a university's research pool. The data set included 110 responses that were analyzed using descriptive statistics and content analysis. Findings show that it is important for online learners to know about their instructors, preferably their professional qualifications. When the instructor feels like a real person, students feel like they learn more. Most students turn to multiple different sources to learn more about their instructors even before a class begins. Reading the instructor's course introduction is the most common approach to learning more about the instructor, while looking up the instructor on social media is the least common approach. Aligned with knowing more about the instructor's professional qualifications, students find instructor self-disclosures about professional qualifications (e.g., course information, prior professional experience, college experiences, prior education, and hobbies) more appropriate than personal life details (e.g., personal opinions, relationship information, religious affiliation, socio-economic status, political affiliations, and financial information). Course information related disclosures had the highest approval ratings, while financial information had the least. Most students like to know what their online instructors look and sound like. Sharing instructor photos and videos as part of online course introductions had high approval ratings. Participants prefer instructor photo as a professional photo or headshot more than an informal photo or snapshot and a selfie. Moreover, instructor photos related to profession had the highest approval ratings in terms of types of photos that an instructor can add as part of course introduction, followed by pets, travel, family, and food. Introduction videos should be shot in the instructor's office, followed by in a classroom, in their home, and outdoors. When asked how they perceive an online instructor based on a course introduction with no self-disclosure and with prior professional experiences and hobbies self-disclosures, students perceive the latter as more friendly, approachable, interested in their learning, and interested in the class. Moreover, they reported higher ratings of willingness to email the instructor and visit the instructor in office hour. This finding suggests that appropriate self-disclosures early at the start of a course might help instructors reduce tensions around transactional distance and help them be perceived as real, and increase student willingness to interact with their instructors. The findings of this study challenge instructional practices in which instructors self-disclose personal and vulnerable information early in the course and personal information in general. Overall, this exploratory study provide additional insights to the literature on social presence and identity as well as instructor self-disclosure in online learning contexts. Limitations were presented and implications for theory, research, and practice were discussed.

Download or read book Instructor Presence in Online Education written by Jeffrey Barnette and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to research ways and methods that faculty establish instructor presence in an online learning environment in higher education, and how those methods impact students in these learning environments. More specifically, this study analyzed instructor presence by seeking answers to the following question: What online instructional practices do students perceive as valuable to their learning? This study took place at a small, Catholic, liberal arts southeastern university. This study focused only on students enrolled in the distance education program that is offered online. Although some of the students in the online program were traditional college-aged, the majority of them were non-traditional students, many of whom work full-time and balance their school responsibilities with work and family obligations. The University's online program attracts a large number of active or former military students, military spouses, and first-generation college students. The primary data source for the study was a survey that focused on indicators of instructor presence. The instructor presence indicators were compiled primarily from instruments designed to measure instructor presence in online courses and many of the indicators were drawn from the social and teaching presence scales of the Community of Inquiry (COI) instrument by Garrison, Anderson, and Archer (2000). Other indicators were developed from the cognitive presence scale and were centered on the types of actions an instructor might take to maintain these conditions. The overall intent was to create a broad, yet inclusive list of the type of actions an instructor would typically take in designing, delivering, and monitoring an online course (Sheridan & Kelly, 2010). Results suggested that students perceived the instructional practice of making course requirements clear as valuable. Students reported that they also perceived the instructional practice of instructors providing timely communication to students' questions/concerns as valuable. Participants also recognized that timely feedback on assignments and projects was valuable to student learning. Students also perceived the instructional practice of creating a course that was easy to navigate as valuable. While some students reported the use of discussion forums to be perceived as valuable, this practice was not reported to be perceived as valuable as the other instructional practices. The same was true for establishing a sense of community in an online course as well as engaging in a real time synchronous chat sessions. This study has both practical and theoretical implications in online course design, distance education delivery, and online pedagogy. Recommendations for the program under study were also provided.

Download or read book Creating Teacher Immediacy in Online Learning Environments written by D'Agustino, Steven and published by IGI Global. This book was released on 2016-03-31 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are finding that communication and interaction are at the core of a successful web-based classroom. This interactivity fosters community, which contributes to effective and meaningful learning. Positive online communities and the communication therein encourage students to interact with others’ views which not only grows one’s empathy, but is an integral part of constructivist learning theories. Because of this, the most important role of an educator in an online class is one that ensures student interactivity and engagement. Creating Teacher Immediacy in Online Learning Environments addresses the most effective models and strategies for nurturing teacher immediacy in web-based and virtual learning environments. A number of innovative methods for building an authentic, personalized online learning experience are outlined and discussed at length within this publication, providing solutions for pre-service as well as in-service educators. This book is a valuable compilation of research for course designers, faculty, students of education, administration, software designers, and higher education researchers.

Download or read book Examination of Interaction Variables As Predictors of Students Satisfaction and Willingness to Enroll in Future Web Based Courses While Controlling for Student Characteristics written by Veronica A. Thurmond and published by Universal-Publishers. This book was released on 2003 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pub_AbstractText~: The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes. The purpose was to determine which perceptions of interactions contributed to predicting student outcomes of satisfaction and future enrollment in Web-based courses, while controlling for student characteristics. The problem is that the interaction that occurs in the Web-based classroom is markedly different than what occurs in the traditional classroom setting. The study was a secondary analysis using data from 388 student evaluations of Web-based courses. Using Astin's Input-Environment-Outcome (I-E-O) conceptual framework, influences of student characteristics [inputs] and virtual classroom interactions [environment] on student outcomes were examined. Student input predictors were perceptions of computer skills; knowledge of electronic communications; number of Web-based courses taken; distance living from campus; and age. Environmental predictors included interactions with the instructor, students, technology, and perceptions of presence.

Download or read book Instructor Social Presence written by Catheryn Reardon and published by Rowman & Littlefield. This book was released on 2022-07-11 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Instructor Social Presence: An Essential Tool for Online Student Engagement and Persistence in Higher Education, Catheryn Reardon argues that the social presence of the instructor plays a critical role in online student engagement and persistence in higher education. Although the results presented in this study were inconclusive, the findings revealed some important areas for future research including the role that empathy plays in a virtual environment. Strategies are identified so instructors can appear more empathetic and accessible to their students online. Innovative technologies are also explored as the author challenges where the future of online education is headed and how that may impact the instructor and students of tomorrow.

Download or read book A Comparison of Instructor Audio video with Text based Feedback Versus Text based Feedback Alone on Students Perceptions of Community of Inquiry Among RN to BSN Online Students written by Marie Kelly Lindley and published by . This book was released on 2014 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to meet the healthcare needs of the US population, Registered Nurses (RNs), with Bachelor of Science in Nursing degrees, are needed. This descriptive posttest study, with independent samples, examined the use of audio-video with textbased feedback versus text-based only feedback on student's perceptions of the community of inquiry (COI) among RN-BSN online students (n=125), enrolled in one course at one university. The COI survey performed reliably with Cronbach's alpha .94 on the pretest and .98 on the posttest. No statistically significant difference was found between the groups on the pretest for teaching presence (p=.31), social presence (p=.40) or cognitive presence (p=.38). On the posttest, statistically significant difference between the groups was found for each COI presence: teaching (p=.00, control M=3.84 , intervention M =4.45), social (p=.03, control M= 3.84, intervention M=4.31), and cognitive (p=.00, control M= 3.88, intervention M= 4.46). Students who report higher levels of cognitive presence are more likely to reenroll in subsequent semesters. Nurse educators and students may benefit from the use of AV feedback or other technologies to enhance COI presences in online courses and to promote student reenrollment. Further research is needed to explore student and faculty perceptions of the AV feedback's usefulness and relationship to course outcomes.

Download or read book Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies written by Loureiro, Maria José and published by IGI Global. This book was released on 2021-11-12 with total page 443 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emerging technologies in education are dramatically reshaping the way we teach, learn, and create meaning—both formally and informally. The use of emerging technologies within educational contexts requires new methodological approaches to teaching, learning, and educational research. This leads educational technology developers, researchers, and practitioners to engage in the creation of diverse digital learning tools that can be used in a wide range of learning situations and scenarios. Ultimately, the goal of today's digital learning experiences includes situational experiences wherein learners and teachers symbiotically enroll in meaning-making processes. Discussion, critical reflection, and critique of these emerging technologies, tools, environments, processes, and practices require scholars to involve themselves in critical conversation about the challenges and promises afforded by emerging technologies and to engage in deliberate thinking about the critical aspects of these emerging technologies that are drastically reshaping education. The Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies deepens this discussion of emerging technologies in educational contexts and is centered at the intersection of educational technology, learning sciences, and socio-cultural theories. This book engages a critical conversation that will further the discussion about the pedagogical potential of emerging technologies in contemporary classrooms. Covering topics such as communication networks, online learning environments, and preservice teacher education, this text is an essential resource for educational professionals, preservice teachers, professors, teachers, students, and academicians.

Download or read book The Effects of Instructor Immediacy in Online Learning Environments written by and published by . This book was released on 2007 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising number of adult learners interested in online distance education coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as "real" in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low immediacy sessions. In addition, students who viewed the high immediacy-video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high immediacy-audio group and the low immediacy-video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.

Download or read book Producing Positive Perceptions written by Cori Lomonte and published by . This book was released on 2019 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study examined instructor introduction videos for use in online learning. This study intended to identify the influence of video production value on student perceptions of student-instructor intent, specifically in the areas of perceived student-instructor communication and student-instructor connection. This study also examined which production style most accurately aligns student perceptions with instructor intent as well as which video production style is preferred by students. Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as featured in both videos. The instructor was interviewed using similar questions in order to identify instructor intent and compare instructor intent to student perceptions. Analysis of data showed that there was no statistical difference between video production value in students' perceived student-instructor connection or student-instructor communication when compared to the instructor's intent in the same areas. Data analysis also showed that a high production value was more accurate in portraying instructor intent, however a low production value was preferred by students and portrayed the instructor more positively.

Download or read book Theoretical and Practical Approaches to Innovation in Higher Education written by Makewa, Lazarus Ndiku and published by IGI Global. This book was released on 2019-12-27 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education badly needs effective innovations that can help produce high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parent, community, society, and culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. Theoretical and Practical Approaches to Innovation in Higher Education is an essential scholarly publication that outlines the classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. The publication argues that raising the quality and scale of innovations in education will positively affect education itself and benefit society. Highlighting topics such as academic integrity, e-learning, and learner engagement, this book is vital for higher education professionals, academicians, educators, librarians, course designers, researchers, and students.

Download or read book Student Perceptions of Instructor Communication and Instructor Presence Online written by Kimberley Williams and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to contextualize how the communication modes I used, and my presence shape the experiences of students within a single online course. I conducted a qualitative case study in which I collected data from three sources: in-depth qualitative interviews with nine former students of the online course GBA 300, fifteen comments from two student opinions of instruction (SOI) reports, and over two hundred comments from the GBA 300 course GroupMe chat. The data were analyzed using thematic analysis and interpreted through the lens of the Community of Inquiry (CoI) framework with specific focus on instructor presence. The findings of this study suggested that students' experiences were positively shaped by the communication modes I used within the course. The communication modes created an environment for interaction, learning, and participation among students and between students and me. Of the five communication modes used within the study, the discussion board, GroupMe chat, and synchronous video lectures were consistently described. These three communication modes created frequent dialogue exchange and an interactive social environment for students that facilitated students' learning, provided an opportunity for collaboration among students and between students and I, and created a course environment for open communication. The findings of this study also suggested that my presence positively shaped students' online course experiences by allowing for greater instructor immediacy and eliciting feelings of mattering among students. My social and pedagogical interaction with students was facilitated by the various communication modes creating an environment for self-disclosure, consistent feedback, and care within the learning environment. These indicators of instructor presence elicited feelings of mattering where students felt valued, appreciated, and important within the course. By doing so, instructors can create an opportunity for students to develop interpersonal connections and collaborate with their peers and their instructor. This study provided descriptive data and served as an in-depth example that provides a potential solution to the challenges of isolation and lack of participation faced by students within the online learning environment.

Download or read book The Effects of Instructor Immediacy in Online Learning Environments written by Maria Schutt and published by . This book was released on 2021 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising number of adult learners interested in online distance education, coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as “real” in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and perceived social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, perception of social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high-immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low-immediacy sessions. In addition, students who viewed the high-immediacy video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high-immediacy audio group and the low-immediacy video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.

Download or read book The Relationship Between Teacher Immediacy Behaviors and Learners Perceptions of Social Presence and Satisfaction in Open and Distance Education written by Mujgan Bozkaya and published by . This book was released on 2007 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: A significant number of studies in the literature stress the important role of teacher immediacy behaviors on learners' perceptions of social presence and satisfaction in open and distance learning environments. Yet, those studies were conducted in different open and distance education institutions than the current example of which unique characteristics and applications are commonly recognized in the field. Unlike others, the current study examined the effects of both verbal and nonverbal instructor immediacy behaviors on learners' perceptions of social presence and satisfaction in face-to-face academic tutoring services provided in open and distance learning environments. Results indicated a moderate and positive relationship between the control variable and outcome variables. (Contains 3 tables.).

Download or read book A Quantitative Study of Student Perceptions of the Community of Inquiry Presences in Community College Online Courses written by Carol Leigh Boosembark Billing and published by . This book was released on 2020 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: This three-article dissertation studied the student perceptions of the Community of Inquiry's cognitive presence, social presence and teaching presence in education and general education online community college courses. Students were queried over several semesters using the Community of Inquiry (CoI) instrument. Manuscript 1 evaluated CoI's cognitive presence, social presence and teaching presence as self-reported by community college students in one instructor's online education courses. The research focused on the associations between the three constructs. The results of a multiple linear regression analysis indicated the teaching presence and social presence explained 68% of the variability of the cognitive presence. Further investigation of the associations of each CoI presence with sub-constructs from the remaining two CoI presences indicated a pair of predictor variables for each presence. The cognitive presence sub-construct exploration and the teaching presence sub-construct design and organization showed a significant, strong positive correlation to the social presence. The teaching presence was significantly, positively associated with two cognitive presence sub-constructs resolution and exploration. The analysis also showed a significant association between the cognitive presence and the teaching presence sub-construct facilitation and the social presence sub-construct group cohesive. Using indicators for each CoI sub-construct from previous research, this study aligned pedagogical benchmarks to the predictor variables. In Manuscript 2, the CoI framework and instrument is used to investigate the commonalities and differences between perceived CoI presences experienced by community college students enrolled in an online education (major-specific) course as compared to students enrolled in an online freshmen orientation (general education) course. A Pearson product-moment correlation coefficient was calculated for each of the paired associations between CoI constructs within each group of students. The data used was an interval scale measure because it was an average of several values. Both groups showed significant correlations between the teaching presence and the cognitive presence, as well as the social presence and the cognitive presence. Multiple regression models indicated the teaching presence and social presence explained 68% of the variability of the cognitive presence in the major-specific group. For the general education group, the teaching and social presences explained 76% of the variability of the cognitive presence.Within each group, multiple linear regression was used to study associations between each CoI presence and sub-constructs from the remaining two CoI presences. The cognitive presence sub-construct exploration and the teaching presence sub-construct design and organization were significant predictors, explaining 61% of the variance of the social presence within the major-specific sample. Sixty-five percent of the variance of the social presence within the general education sample was explained by the cognitive presence sub-construct integration and the teaching presence sub-construct facilitation. The cognitive presence sub-constructs resolution and exploration were significant predictors, explaining 63% of the variance of the teaching presence for the major-specific group. The cognitive presence sub-construct integration and the social presence sub-construct group cohesion were significant predictors explaining 66% of the variance in the teaching presence for the general education group. Both teaching presence sub-construct facilitation and the social presence sub-construct group cohesive were significant predictors, explaining 73% of the variability of the cognitive presence in the major-specific group, and 75% of the variability of the cognitive presence in the general education group. Once each CoI sub-construct was aligned to previously established indicators, this study defined specific pedagogical benchmarks to each predictor variable to provide instructional suggestions specific to a major-specific or general education online course.The satisfaction construct was introduced in Manuscript 3, to better understand the relationship between the students' perceived CoI presences and course satisfaction. Used in conjunction with the CoI instrument, online community college students enrolled in education (major-specific) or freshmen orientation (general education) online courses were surveyed to provide a stronger understanding of their online learning experience. A Pearson product-moment correlation coefficient was calculated for each of the paired associations between the CoI presences and the satisfaction construct. Analysis showed a significant, strong positive correlation between the teaching presence and the satisfaction construct. The cognitive presence showed a slightly less significant, strong positive correlation to the satisfaction construct. The social presence also displayed a significant, strong positive correlation to the satisfaction construct. A Pearson product-moment correlation coefficient was calculated for each of the paired associations between the CoI sub-presences and the satisfaction construct. For each pairwise comparison, a significant correlation was found. The two strongest associations occurred between the teaching presence's sub-construct facilitation and satisfaction; and the cognitive presence's sub-construct resolution and satisfaction.Multiple linear regression was used to further investigate the strengths of the associations between variables. The results indicated the teaching and social presences explained 70% of the variability of the satisfaction construct. When multiple linear regression was conducted using the satisfaction construct and CoI sub-constructs, two predictive variables were identified. In this model, the teaching presence sub-construct facilitation and the cognitive presence sub-construct resolution were significant predictors, explaining 70% of the variance of the satisfaction construct. A one-way ANOVA was calculated for each demographic item and the satisfaction construct. No significant differences were found between the demographic items and the satisfaction construct.

Download or read book Creating a Sense of Presence in Online Teaching written by Rosemary M. Lehman and published by John Wiley & Sons. This book was released on 2010-08-05 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating a Sense of Presence in Online Teaching This important new resource shows how a strong sense of online presence contributes to greater student satisfaction and retention. The authors explore the psychological and social aspects of online presence from both the instructor and student perspective and provide an instructional design framework for developing effective online learning. Based on solid research and extensive experience, the book is filled with suggested methods, illustrative case scenarios, and effective activities for creating, maintaining, and evaluating presence throughout an online course. "The authors have taken the mystery out of the critical concept of presence by providing the theory that supports its importance and simple techniques to make it happen. Instructors who read this book will be able to develop effective online learning communities and achieve desired learning outcomes." Rena M. Palloff and Keith Pratt, program directors and faculty, Teaching in the Virtual Classroom Program, Fielding Graduate University "Lehman and Conceição blend hands-on experience, research, and a collection of practical tips to provide every online instructor with strategies for 'being there.' If you want to bring the real you into your online classes and take your online teaching to the next level, this is the book to read." Chip Donohue, director of distance learning, Erikson Institute "This book provides a practical and interactive model to help readers reflect on why and how they can guide online and blended learning activities, characterized by a personal 'sense of presence.'" Alan B. Knox, professor, School of Education, University of Wisconsin-Madison

Download or read book Elements of Quality Online Education written by John Bourne and published by Olin College - Sloan-C. This book was released on 2003 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: