Otc11 0624 1pm_gillis.hallfinal


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A Presentation on the Imprtance of Instructor Presence in the Online Teaching Environment given at the OTC (Online Teacher Conference) 11.

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  • The learner must PERCEIVE there is a sense off instructor presence since presence is intangible.
  • Otc11 0624 1pm_gillis.hallfinal

    1. 1. Where’s my Instructor? Creating a Sense of Online Instructor Presence Cathy Gillis & Julie Hall Napa Valley College [email_address] Julie Hall 2011 
    2. 2. What is a Sense of Presence in Online Teaching? <ul><li>Palloff and Pratt (2007) the “ability to present oneself as a real person online. Students in an online class, feeling themselves to be real persons, are likely to want to connect with another real person ” (p. 32). </li></ul><ul><li>Lehman and Conceiçāo (2010) “being there” and “being together” with online learners throughout the learning experience” (p. 3). </li></ul>
    3. 3. Why is a Sense of Presence so Important in Online Learning? <ul><li>A sense of presence is complex, intangible </li></ul><ul><li>Virtual spaces, students can’t interact in person—used to Social Media interactions </li></ul><ul><li>Can’t see, touch, or feel peers and instructor in person </li></ul><ul><li>Feelings of isolation and dissatisfaction </li></ul><ul><li>Instructors must consider “social, psychological, and emotional aspects of presence” (Lehman & Conceiçāo, 2010) </li></ul>
    4. 4. Interaction and Engagement are Crucial for Perceived Presence <ul><li>It is theorized that presence will not be felt in an online course room without sufficient interaction and engagement between learners-to-learners and learners-to-instructor and vice versa. </li></ul>
    5. 5. Are Presence & Engagement the Same? <ul><li>“ Engagement is only one aspect of presence: it is the participation of the instructor with learners or learners with other learners as they interact in the online environment. . . </li></ul><ul><li>Presence includes the dynamic interplay of thought, emotion, and behavior in the online environment .” </li></ul><ul><li>(Lehman & Conceiçāo, 2010, p. 4 ) </li></ul>
    6. 6. Encourage Collaboration & Reflection <ul><li>One way to create an online learning community is to “consider emotion as a guide in the development of presence in online learning communities. . . [and] to use collaborative and reflective communication among participants.” </li></ul><ul><li>(Lehman and Conceiçāo, 2010, p. 11). </li></ul>
    7. 7. How to Create an Online Learning Community- CSI Presence <ul><li>Cognitive Presence- Allow learners to construct meaning through their social interactions (Garrison, Anderson, & Archer, 2005) </li></ul><ul><li>Social Presence- Allow learners to overcome feelings of isolation in the online course room (Lynch, 2003/2006) </li></ul><ul><li>Instructor Presence- Create a sense of being there for the students (Lehman & Conceiçāo, 2010) </li></ul><ul><li>Source: Garrision, Anderson, Archer, (2003) </li></ul><ul><li>  </li></ul>
    8. 8. Community of Inquiry Model <ul><li>All three factors must be in balance for </li></ul><ul><li>successful learning experience to occur. </li></ul>Online Social Presence “ Present in Learning Community” Online Cognitive Presence “ Constructing Knowledge in Virtual Learning Community” Instructor Must Encourage Collaboration & Reflection Online Instructor Presence “ Being There in Virtual Learning Community” Adapted from (Garrison, Anderson, & Archer, 2000 as cited in as cited in Lehman and Conceiçāo, p. 11).
    9. 9. Learner at Center of Course Design <ul><li>&quot;While most research focuses on cognitive, social, and teaching presence . . a perceptual systems approach is central to the design process.  Designing with a sense of presence starts with an awareness of presence and places the learner at the center of the design process” </li></ul><ul><li>(Lehman and Conceiçāo , 2010, pp. 11-12) </li></ul>
    10. 10. Design Ahead for Instructor Presence! <ul><li>Plan, Plan, and Plan ahead to create instructor presence! </li></ul><ul><li>Designing online classes without considering ways of creating an online learning community may lead to negative feelings about perceptions of an online instructor’s teaching presence. </li></ul>
    11. 11. Lehman and Conceiçāo’s Determinants of Presence <ul><li>Content </li></ul><ul><li>Format </li></ul><ul><li>Strategies </li></ul><ul><li>Instructor role </li></ul><ul><li>Technology </li></ul><ul><li>Support </li></ul><ul><li>(2010, p. 31). </li></ul>
    12. 12. Palloff and Pratt’s Instructor Functions to Create Presence <ul><li>People- social interactions between students/instructor </li></ul><ul><li>Purpose- course goals and guidelines </li></ul><ul><li>Process- collaborating to reflect </li></ul><ul><li>and transform learning </li></ul><ul><li>Outcomes- co-creating </li></ul><ul><li>knowledge through </li></ul><ul><li>transformation and </li></ul><ul><li>instructor presence </li></ul><ul><li>(2007, p. 109). </li></ul>
    13. 13. Prior to and Course Beginning <ul><li>Pre-Course Welcome Letter through WebAdvisor or Roster of Student emails (if possible) </li></ul><ul><li>First-Week Welcome through personalized online orientation with pictures and sound </li></ul><ul><li>Scavenger Hunt </li></ul><ul><li>Introduction Discussion w/Photos </li></ul><ul><li>Learning Styles Self-Assessment </li></ul><ul><li>Frequently Asked Questions (FAQs) </li></ul><ul><li>Learning Contract </li></ul>
    14. 14. During Course- Keep up the Momentum! <ul><li>Be a facilitator and guide-by-the side to keep it student-centered versus instructor-centered (such as Cathy’s example using audio introductions each week) </li></ul><ul><li>Keep a “Q&A” discussion board forum up all semester (saving you many emails and repetition) </li></ul><ul><li>Weekly Announcements (visual and audio) </li></ul><ul><li>Interactive Media- YouTube videos, podcasts </li></ul><ul><li>Team projects/activities </li></ul><ul><li>Case studies </li></ul><ul><li>Timely Feedback </li></ul><ul><li>Online office hours </li></ul>
    15. 15. During Course- Be There, or be Square <ul><li>No yawning allowed! </li></ul><ul><li>Stay present! Be There! </li></ul><ul><li>Keep it lively and fun! </li></ul><ul><li>Don’t overly hover! No need answer every learner! </li></ul><ul><li>Continue to encourage reflection! </li></ul>
    16. 16. End of Course <ul><li>Announcements </li></ul><ul><li>Final Course Deadlines </li></ul><ul><li>Online Office Hours </li></ul><ul><li>Timely Feedback </li></ul><ul><li>Letters to Successors </li></ul><ul><li>End-of-Course Evaluation </li></ul>
    17. 18. Do all Students Value Instructor Presence? <ul><li>Michelle Drouin (2008), Indiana University and Purdue University, conducted study on the topic of students’ perceptions of online learning communities and a sense of community, satisfaction, achievement, and retention. </li></ul><ul><li>Some students prefer social interactions in the online course room, others want to be left alone . </li></ul><ul><li>Instructor presence balance is the key to successful facilitation! </li></ul>
    18. 19. <ul><li>Git ‘r done! </li></ul>C’est Fini!
    19. 20. References <ul><li>Conceiçāo, S. C. O. & Lehman, R. M. (2011). Creating a sense of presence in online teaching: How to ‘be there’ for distance learners. San Francisco, CA: Jossey-Bass. </li></ul><ul><li>Drouin, M. A. (2008). The relationship between students’ perceived sense of community and satisfaction, achievement, and retention in an online course. Quarterly Review of Distance Education , 9 (3), 267-284. Retrieved from EBSCO host . </li></ul><ul><li>Garrison, R (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. In J. Bourne & C. J. Moore (Eds.), Elements of quality online education, practice and direction (pp. 47-53). Needham, MA: Sloan Center for Online Education. </li></ul>
    20. 21. References (Continued) <ul><li>Garrison, R. D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2 (2-3), 87-105. doi:10.1016/S1096-7516(00)00016-6 </li></ul><ul><li>Lynch, M. M. (2003/2006). The online educator: A guide to creating the virtual classroom. New York, NY: Routledge Falmer. </li></ul><ul><li>Marchi, S. & Ciceri, E. (2011). Login and logout: Practices of resistance and presence in virtual environments as a kind of reflective learning activity, Reflective Practice, (12) 2, 209-223.Retrieved from http://dx.doi.org/10.1080/14623943.2011.561533 DOI: 10.1080/14623943.2011.561533 </li></ul><ul><li>Palloff, R.M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, California: Jossey-Bass. </li></ul>
    21. 22. Evaluation Survey <ul><li>Help us improve our conference by filling out a short online evaluation survey: </li></ul><ul><li>http://www.surveymonkey.com/s/11OTC_0624_1pm </li></ul>
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