What requirements are embodied in the art of teaching in online learning? An effective teacher must be true to the learning objectives of the subject-matter at hand while attending to the multitude of facilitation requirements and characteristics students bring to the experience. Effective teachers bridge content and student needs through appropriate student engagement; a tactic as old as education itself (Astin, 1993; Schwab, 1978). The sense of bricoleur, or one who creates from a diverse range of materials and tools, is appropriable. This presentation will review data from 39 online teachers from two open and distance institutions regarding the concepts in the Community of Inquiry (CoI) model for online environments (Garrison, Anderson & Archer, 2000). Particular emphasis is noted on the role of emotion in online environments. It is possible that emotional presence impacts perceptions of teaching, sets online classroom climate and both enhances and hinders students learning. M. Cleveland-Innes Athabasca University

1. The Art of Teaching Online M. Cleveland-Innes, AU Learning Services Conference 2009 Edmonton, Alberta

4. What is teaching? To teach is to cause to know a subject, or how things work; to teach is to foster learning. Who is the teacher?

5. Teaching online Despite the considerable, growing interest in online education, most studies have focused only on the students’ perspective. Merely a handful of studies have attempted to address the teachers’ perspectives and little has been published on the online teaching experience itself. Gudea, 2008

6. Teaching as an art form Art: the conscious use of skill and creative imagination in the production of objects Teaching as a craft Craft: the use of skill in planning, making or executing.

7. Online teacher as bricoleur A bricoleur is one who creates or crafts from a diverse range of materials and tools which happen to be available. The teacher as bricoleur makes a series of professional judgments about what and how to teach. Honan, 2006 The online teacher as bricoleur makes a series of professional judgments about what and how to teach using the diverse range of material and tools available..

11. Community of Inquiry Framework http:// communityofinquiry.com Social Presence The ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities. Cognitive Presence The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry. Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

12. Student adjustment Take a lot more responsibility for time management and initiating work Had to go through the marking of my assignment to know the actual requirements Design & organization The instructor's role was limited to facilitation Difficulty coming to grips with the fact that instructor allows students to regulate discussions Facilitating discourse I find that there is little instruction provided, but that is okay with me It was a challenge for many initially to need to be so self reliant Direct instruction

13. Findings 666 172 145 809

15. Elements of online teaching Learning theory + Embedded material Technology X Factor

16. The value of online learning http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.

19. Discussion Marti Cleveland-Innes [email_address] Athabasca University