This document discusses the importance of teaching presence in online learning. It defines teaching presence as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes. The document outlines several key roles of an online teacher, including instructional design, facilitating discourse, and direct instruction. It also notes that teaching presence can positively or negatively impact student motivation and learning, and provides strategies for enhancing teaching presence, such as clear course design, creating an engaging community, managing time effectively, and serving as a model participant.

1. Teaching online: presence By Khaison Duong Kristin Walters Penny Neuendorf

2. INTRODUCTION Constructivism Meaning via discussion and reflection, building own conclusion Community of Inquiry Teaching presence Social & cognitive presence

3. Defining Teachers’ Rol 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 .

4. 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) Harden & Crosby (2000) Instructional design and organisation Managerial Organisational Planner Resource developer Facilitating Discourse Social Social Facilitator Assessor Direct Instruction Pedagogical Intellectual Information provider Role model Technical

5. Instructional Design & Organisation Text based content PDF Word Doc Charts Files To DIGITAL FORMAT

6. 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

7. Direct Instruction

8. The effect of teaching presence “ What does it mean to have presence or to be effectively present?”

9. 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.

10. 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”.

11. STRATEGIES TO ENHANCE TEACHING PRESENCE

12. Design effectively and clearly

13. Create a functional and stimulating community Create a ‘community’ Use various interaction patterns between students and between students and teacher

14. Time and timing Take advantage of momentum Be flexible with dates Honest and up-front details about time commitment

15. Know how to make yourself + others present Be a model Facilitate discussion – pose, respond to, redirect, comment on, refer to and manage learner contributions Challenge Provide feedback on strengths + weaknesses – be an ‘affirmer’

16. CONCLUSION