Tips for Online Teachers: Making your presence felt or not By Khaison Duong Kristin Walters Penny Neuendorf
INTRODUCTION Constructivism Meaning via discussion and reflection, building own conclusion Community of Inquiry Teaching presence Social & cognitive presence
Defining Teachers’ Role Note. From “The good teacher is more than a lecturer - the 12 roles of the teacher” by Harden & Crosby 2000, Medical Teacher, 22(4), 334-347 .
Table 1. Roles of an Online Teacher Adapted from “ Assessing Teacher Presence in a Computer Conferencing Context” by Anderson et al., 2001, Journal of Asynchronous Learning Networks , 5(2). Anderson et al. (2001) Berge (1995) Paulsen (1995) Mason (1991) Instructional design and organisation Managerial Organisational Organisational Facilitating Discourse Social Social Social Direct Instruction Pedagogical Intellectual Intellectual Technical
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Facilitating Discourse That is an interesting idea, did you think about the time that would take? I think teachers need to be online all the time to answer my questions
The effect of teaching presence “ What does it mean to have presence or to be effectively present?”
Issues “ despite the popularity of online discussion boards and chat rooms, there needs to be a realization that merely putting students together in an online group does not mean they will engage in meaningful collaborative inquiry”. appropriate pedagogical strategies are needed to facilitate meaningful engaging learning activities in online discussions.
Can teaching presence have a negative impact on learning? “ negative behaviours by teachers appeared to have more impact on student demotivation than positive teacher behaviours had on motivation”.
STRATEGIES TO ENHANCE TEACHING PRESENCE
Design effectively and clearly
Create a functional and stimulating community
Create a ‘community’
Use various interaction patterns between students and between students and teacher
Time and timing
Take advantage of momentum
Be flexible with dates
Honest and up-front details about time commitment
Know how to make yourself + others present
Be a model
Facilitate discussion – pose, respond to, redirect, comment on, refer to and manage learner contributions
Provide feedback on strengths + weaknesses – be an ‘affirmer’