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 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 Student Perceptions of Instructor Immediacy in Online Program Courses written by Anthony Charles Saba and published by . This book was released on 2018 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The first online course was taught over 30 years ago. Over that time, instructors have primarily used text-based asynchronous communication in the online courses they teach. However, advances in technology over the last ten years have given rise to more opportunities to use new synchronous and semi-synchronous communication technologies (e.g., video, mobile and social networking technologies) in online courses. These advances in technology are likely to not only influence how instructors today communicate in the online courses they teach but ultimately influence their instructor immediacy. Instructor immediacy is the degree of psychological closeness students perceive there to be with their instructor. Overall, though, there has been very little research conducted on instructor immediacy in online learning. Given this, the purpose of this study was to explore behaviors that students perceive to contribute to or detract from instructor immediacy. More specifically, I conducted a sequential explanatory mixed methods research study to investigate student perceptions of instructor immediacy in online programs. Quantitative results found significant and moderate correlations between instructor immediacy and student learning and course satisfaction. Additionally, five themes emerged in the qualitative phase of the study. Synthesis of the results led to seven key findings."--Boise State University ScholarWorks.
Download or read book Humanizing Online Teaching and Learning written by Whitney Kilgore and published by Createspace Independent Publishing Platform. This book was released on 2016-11-24 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book is a collection of chapters written by the participants of a free open course on the Canvas Open Network entitled Humanizing Online Instruction. In the course, a variety of methods for increasing presence in online courses were shared in this multi-institutional, international, online professional learning opportunity.
Download or read book Quarterly Review of Distance Education written by Michael Simonson and published by IAP. This book was released on 2014-10-01 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.
Download or read book Handbook of Instructional Communication written by Virginia P. Richmond and published by Routledge. This book was released on 2015-10-14 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written to address the contemporary challenges facing teachers and trainers in traditional and non-traditional settings, this text offers a comprehensive collection of research focusing on the role and effects of communication in instructional environments. With accessible research for students, teachers, and educational leaders, the Handbook of Instructional Communication enhances an individual’s ability to understand instructional communication research, plan and conduct instructional communication research, practice effective instructional communication, and consult with other teachers and trainers about their use of instructional communication.
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 Connecting in the Online Classroom written by Rebecca A. Glazier and published by JHU Press. This book was released on 2021-12-07 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building rapport with students can revive the promise of online education, leading to greater success for students, more fulfilling teaching experiences for faculty, and improved enrollment for universities. More students than ever before are taking online classes, yet higher education is facing an online retention crisis; students are failing and dropping out of online classes at dramatically higher rates than face-to-face classes. Grounded in academic research, original surveys, and experimental studies, Connecting in the Online Classroom demonstrates how connecting with students in online classes through even simple rapport-building efforts can significantly improve retention rates and help students succeed. Drawing on more than a dozen years of experience teaching and researching online, Rebecca Glazier provides practical, easy-to-use techniques that online instructors can implement right away to begin building rapport with their students, including • proactively reaching out through personalized check-in emails; • creating opportunities for human connection before courses even begin through a short welcome survey; • communicating faculty investment in students' success by providing individualized and meaningful assignment feedback; • hosting non-content-based discussion threads where students and faculty can get to know one other; and • responding to students' questions with positivity and encouragement (and occasionally also cute animal pictures). She also presents case studies of universities that are already using these strategies, along with specific, data-driven recommendations for administrators, making the book valuable for faculty, instructional designers, support staff, and administrators alike. The science-backed strategies that Glazier provides will enable instructors to connect with their students and help those students thrive. Speaking to the paradox of online learning, the book also explains that, although the great promise of online education is expanded access and greater equity—especially for traditionally underserved and hard-to-reach populations, like lower-income students, working parents, first-generation students, and students of color—the current gap between online and face-to-face retention means universities are falling far short of this promise.
Download or read book Instructional Communication Competence and Instructor Social Presence Enhancing Teaching and Learning in the Online Environment written by Sherwyn Morreale and published by Frontiers Media SA. This book was released on 2024-05-16 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The coronavirus pandemic mandated unexpected 'instant transitions' to remote learning and accelerated student demand for online courses. As a result, colleges and universities in the U.S. and around the world began and have continued to expand their online courses and degree programs. The online learning industry is projected to pass $370 billion by 2026 and one third of post-secondary school administrators indicate they will continue to offer both remote and online course options even after their campuses completely resume offering in-person, face-to-face courses. Students have demonstrated there is an increased demand for online courses as well. A national survey of 1,413 students, registered at U.S. higher education institutions in fall 2020 and spring 2021, said their experiences with learning remotely during the pandemic left them with a positive attitude toward online and hybrid courses. This increased interest calls attention to the need for more scholarly examination of online teaching and learning.
Download or read book Being There written by William Feeler and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Online written by Susan Ko and published by Routledge. This book was released on 2010-05-24 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Online: A Practical Guide is a practical, concise guide for educators teaching online. This updated edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication. A leader in the online field, this best- selling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section. New to this edition: new chapter on how faculty and instructional designers can work collaboratively expanded chapter on Open Educational Resources, copyright, and intellectual property more international relevance, with global examples and interviews with faculty in a wide variety of regions new interactive Companion Website that invites readers to post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section. Focusing on the "how" and "whys" of implementation rather than theory, this text is a must-have resource for anyone teaching online or for students enrolled in Distance Learning and Educational Technology Masters Programs.
Download or read book Lessons from the Virtual Classroom written by Rena M. Palloff and published by John Wiley & Sons. This book was released on 2013-05-24 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: Lessons from the Virtual Classroom, Second Edition The second edition of the classic resource Lessons from the Cyberspace Classroom offers a comprehensive reference for faculty to hone their skills in becoming more effective online instructors. Thoroughly revised and updated to reflect recent changes and challenges that face online teachers, Lessons from the Virtual Classroom is filled with illustrative examples from actual online courses as well as helpful insights from teachers and students. This essential guide offers targeted suggestions for dealing with such critical issues as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community. Praise for Lessons from the Virtual Classroom, Second Edition "Palloff and Pratt demonstrate their exceptional practical experience and insight into the online classroom. This is an invaluable resource for those tasked with creating an online course." — D. Randy Garrison, professor, University of Calgary, and author, Blended Learning in Higher Education: Framework, Principles, and Guidelines "Faculty will deeply appreciate and make use of the many explicit examples of how to design, prepare, and teach both blended and fully online courses." — Judith V. Boettcher, faculty coach and author, The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips "Lessons from the Virtual Classroom is filled with insightful caveats and recommendations, pointed examples to enhance your practice, succinct summaries of the research, and engaging visual overviews. Each page brings the reader a renewed sense of confidence to teach online as well as personal joy that there is finally a resource to find the answers one is seeking." — Curtis J. Bonk, professor of education, Indiana University-Bloomington, and author, Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing
Download or read book Instructor and Learner Presence Effects on Student Perceptions of Satisfaction and Learning in the University Online Classroom written by Cathy Sue Bouras and published by . This book was released on 2009 with total page 268 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 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 E Learning in the 21st Century written by D. Randy Garrison and published by Routledge. This book was released on 2003-08-29 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is currently a technological revolution taking place in higher education. The growth of e-learning is being described as explosive, unprecedented, and above all, disruptive. This timely and comprehensive book provides a coherent framework for understanding e-learning in higher education. The authors draw on their extensive research in the area to explore the technological, pedagogical and organisational implications of e-learning, and more importantly, they provide practical models for educators to use to realise the full potential of e-learning. A unique feature of the book is that the authors focus less on the ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective. This book will be invaluable for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions. It will also appeal to anyone with an interest in the impact of e-learning on higher education and society.
Download or read book Instructor Presence in Online Courses written by Randi Leigh Kirkland and published by . This book was released on 2019 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online learning is experienced by students and instructors at many universities, and enrollment has continued to increase in recent years (Legon & Garrett, 2017; Legon & Garrett, 2018). Several researchers have identified elements of instructor presence or the various roles instructors play in courses (Garrison, Anderson, & Archer, 2000, Richardson et al., 2015) and how those elements affect students (Hosler & Arend, 2012; Ladyshewsky, 2013; Lear et al., 2009; Ma, Han, Yang, & Cheng, 2014; Tanner, Noser, & Totaro, 2009). The purpose of this qualitative study was to explore the perceptions of instructor presence and its effects on students through the lens of both instructors and students. Instructors and students in undergraduate online courses shared their experiences regarding the elements of instructor presence. Qualitative data were collected through individual instructor interviews, student participation in an individual interview or online qualitative survey, and end of semester student surveys. There were many consistencies between students and instructors of the same course. The two groups usually agreed on whether or not the course went well. In some courses, the instructor assumptions of what students experienced were in line with the students' reports. There were, however, some discrepancies in areas such assessment feedback, grading practices, and web-conferences. Overall, study results showed that instructors and students find course organization and consistency to be beneficial in providing a good experience and keeping students on track. Instructors provided varying degrees of feedback on assessments, and some students indicated the desire for more detailed or timely feedback. Students and instructors indicated communication as vital for an online course. While not experienced often, technology issues can greatly deter a course. Several instructors expressed that they cared about the students' success in their course and careers. Students shared their appreciation for instructors caring about them and how it affected their attitude toward or participation in the course. Instructors also showed that they cared about their students' success beyond the classroom by taking steps to help students gain skills needed in their profession or discussing career options. Some students noted that they had applied course concepts in their jobs.
