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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.

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.
  • Transcript

    • 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. What is a Sense of Presence in Online Teaching?
      • 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).
      • Lehman and Conceiçāo (2010) “being there” and “being together” with online learners throughout the learning experience” (p. 3).
    • 3. Why is a Sense of Presence so Important in Online Learning?
      • A sense of presence is complex, intangible
      • Virtual spaces, students can’t interact in person—used to Social Media interactions
      • Can’t see, touch, or feel peers and instructor in person
      • Feelings of isolation and dissatisfaction
      • Instructors must consider “social, psychological, and emotional aspects of presence” (Lehman & Conceiçāo, 2010)
    • 4. Interaction and Engagement are Crucial for Perceived Presence
      • 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.
    • 5. Are Presence & Engagement the Same?
      • “ 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. . .
      • Presence includes the dynamic interplay of thought, emotion, and behavior in the online environment .”
      • (Lehman & Conceiçāo, 2010, p. 4 )
    • 6. Encourage Collaboration & Reflection
      • 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.”
      • (Lehman and Conceiçāo, 2010, p. 11).
    • 7. How to Create an Online Learning Community- CSI Presence
      • Cognitive Presence- Allow learners to construct meaning through their social interactions (Garrison, Anderson, & Archer, 2005)
      • Social Presence- Allow learners to overcome feelings of isolation in the online course room (Lynch, 2003/2006)
      • Instructor Presence- Create a sense of being there for the students (Lehman & Conceiçāo, 2010)
      • Source: Garrision, Anderson, Archer, (2003)
    • 8. Community of Inquiry Model
      • All three factors must be in balance for
      • successful learning experience to occur.
      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. Learner at Center of Course Design
      • "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”
      • (Lehman and Conceiçāo , 2010, pp. 11-12)
    • 10. Design Ahead for Instructor Presence!
      • Plan, Plan, and Plan ahead to create instructor presence!
      • 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.
    • 11. Lehman and Conceiçāo’s Determinants of Presence
      • Content
      • Format
      • Strategies
      • Instructor role
      • Technology
      • Support
      • (2010, p. 31).
    • 12. Palloff and Pratt’s Instructor Functions to Create Presence
      • People- social interactions between students/instructor
      • Purpose- course goals and guidelines
      • Process- collaborating to reflect
      • and transform learning
      • Outcomes- co-creating
      • knowledge through
      • transformation and
      • instructor presence
      • (2007, p. 109).
    • 13. Prior to and Course Beginning
      • Pre-Course Welcome Letter through WebAdvisor or Roster of Student emails (if possible)
      • First-Week Welcome through personalized online orientation with pictures and sound
      • Scavenger Hunt
      • Introduction Discussion w/Photos
      • Learning Styles Self-Assessment
      • Frequently Asked Questions (FAQs)
      • Learning Contract
    • 14. During Course- Keep up the Momentum!
      • 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)
      • Keep a “Q&A” discussion board forum up all semester (saving you many emails and repetition)
      • Weekly Announcements (visual and audio)
      • Interactive Media- YouTube videos, podcasts
      • Team projects/activities
      • Case studies
      • Timely Feedback
      • Online office hours
    • 15. During Course- Be There, or be Square
      • No yawning allowed!
      • Stay present! Be There!
      • Keep it lively and fun!
      • Don’t overly hover! No need answer every learner!
      • Continue to encourage reflection!
    • 16. End of Course
      • Announcements
      • Final Course Deadlines
      • Online Office Hours
      • Timely Feedback
      • Letters to Successors
      • End-of-Course Evaluation
    • 17.  
    • 18. Do all Students Value Instructor Presence?
      • 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.
      • Some students prefer social interactions in the online course room, others want to be left alone .
      • Instructor presence balance is the key to successful facilitation!
    • 19.
      • Git ‘r done!
      C’est Fini!
    • 20. References
      • 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.
      • 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 .
      • 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.
    • 21. References (Continued)
      • 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
      • Lynch, M. M. (2003/2006). The online educator: A guide to creating the virtual classroom. New York, NY: Routledge Falmer.
      • 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 DOI: 10.1080/14623943.2011.561533
      • Palloff, R.M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, California: Jossey-Bass.
    • 22. Evaluation Survey
      • Help us improve our conference by filling out a short online evaluation survey: