Part of the Online Communities Case Studies presentations. This session includes case studies themes around the creation of online communities for learners. Claire Beecroft and Luke Miller (ScHARR) use their extensive experience of delivering distance learning courses to discuss what motivates students within an online learning environment, and how the development of ‘teacher immediacy behaviours’, and of innovative online pedagogy, can help to maintain establish and sustain genuine relationships between online learners and teachers. Sarah Moore and Layla Croll (Academic and Learning Services) will introduce colleagues to the skills of facilitating discussion among learners in an online environment such as a MOOC or a distance learning course. It will start with a short exercise that raises some of the challenges of facilitating discussion about experiences of working with learners from across the world on a MOOC.

1. “Is there anybody out
there?”
Claire Beecroft and Luke Miller
Image by Anna https://flic.kr/p/5BjEq5, used via CC BY 2.0 https://creativecommons.org/licenses/by/2.0/

2. Introductions
Claire Beecroft
University Teacher and Course
Director for MSc IHTA (Online)
(ScHARR)
Luke Miller
Senior Learning Technologist
(ScHARR)
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3. Background
ScHARR has been running distance learning courses for over a decade.
Currently run 5 x 100% Online PGT Courses:
MSc Public Health
MSc Advanced Emergency Care
MSc International Health Technology Assessment
MSc International Health Management & Leadership
MSc Health Informatics
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4. Session aims
This session aims to develop participants’ understanding of the need to
develop and maintain presence and ‘teacher immediacy’ within online
learning.
By the end of the session participants will:
Be aware of the significant body of research demonstrating the link
between presence and retention in online learning.
Be able to use some key techniques to improve presence in online learning
materials.
Recognise how technology can underpin this process and facilitate wider
adoption of these practices across programmes and curricula.
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5. Quick poll: what are the barriers to engaging /
retaining students?
Go to menti.com and
enter code: 36 80 57
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6. The Evidence (1)
Online students can feel isolated and disengaged
Al Ghamdi et al found that “distance education students
often experience a feeling of isolation and sometimes a
sense of being neglected by their instructors”.
Bowers et al reviewed found that “Some researchers
argue that feelings of isolation and disconnectedness in
online courses are major reasons for high student
attrition rates..”
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7. The Evidence (2)
Teacher immediacy behaviours can be developed to
mitigate this isolation.
Ghamdi et al describe teacher immediacy behaviours as
“verbal messages and practices such as calling students
by their first names, employing humour, and
encouraging students to make a time and meet with the
teacher if further assistance is required.”
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8. The Evidence (3)
Technology can enhance teacher immediacy in a variety of
ways
Garrison et al Found“ a “positive correlation between
students‘ online participation and communication satisfaction
and their perceived e-immediacy behaviours...technology
facilitates certain electronic gestures which contribute to
promoting perceived teacher immediacy”.
Garrison et al conclude that “simple interaction, absent of
structure and leadership, is not enough.” A more considered
pedagogical approach is required.
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9. Interactive scenarios ( 1 of 2 )
Go to menti.com and enter code: 36 80 57
Scenario 1: Wide ranging geographical learners - how
can we continuously engage with learners all around
world in multiple timezones?
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10. Key techniques @ScHARR to improve tutor
presence
Webinars
Intro weeks
Audio feedback
CoCo- tools to create connection,
engagement
Formative assessment
Feedback on feedback (mid semester / end of
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11. Webinars
Plan webinars at a range of
times to catch those in
different time zones
Offer webinars on different
days and at different times
Offer a doodle poll to let
students specify best times?
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12. Intro weeks
Provide introduction week modules in
the VLE (Virtual Learning Environment)
Offer live webinar sessions as a meet
and greet for new cohorts
Plus, offer pre-registration
engagement opportunities?
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13. MOPE / CoCo
Garrison et al found
that clear
instruction “In
terms of
facilitating
discourse, it is
important to first
provide clear
participation
requirements in
terms of length,
content
expectations, and
timeliness”.
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14. CoCo
Variety of
tools to
promote
interactivity
and
engagement...
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15. CoCo
Activity setting
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16. CoCo
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‘Reveal’ boxes

17. CoCo
“Tutor Says” boxes
For...
Summaries
Prompts
Alternative
perspectives
reminders
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18. CoCo
“Tutor Says” boxes
For...
Summaries
Prompts
Alternative
perspectives
reminders
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19. Interactive scenarios ( 2 of 2 )
Go to menti.com and enter code: 36 80 57
Scenario 2: Students are not always engaging with
their feedback- how can we encourage them to look
beyond their grade?
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20. Audio Feedback
I work with online learners a lot
I want to communicate with them better, and
more often
I want them to use/apply their feedback
I want them to understand their feedback
I want them to actually look at their
feedback
They really value it above other forms of
feedback
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21. The evidence for audio feedback
Students can interpret tone of voice when taking
feedback on board (Ice et al, 2007)
Students percieve audio feedback as more personal
and easier to understand. (Merry et al, 2008)
They engage with audio on their mobile devices and
will listen repeatedly (Nortcliffe et al 2010, 2011).
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22. Feedback on my feedback...
“The voice comment was amazing and encouraging.
Thank you so much.”
“This is really amazing help you are giving me!”
“Thanks for the audio feedback! Not had any before,
makes a nice change”
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23. Formative Assessment
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24. Feedback on Feedback
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25. Facilitate wider adoption
Having a tool for tutors (MOPE / CoCo)
IHTA experiences feeding into wider PGT programmes
Sharing success and failure!
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26. References
Bowers, J. & Kumar, P. (2015). Students' Perceptions of Teaching and Social
Presence. International Journal Of Web-Based Learning And Teaching
Technologies, 10(1), 27-44. doi:10.4018/ijwltt.2015010103
Garrison, R & Cleveland-Innes, M (2010). Facilitating Cognitive Presence in
Online Learning: Interaction Is Not Enough. American Journal of Distance
Education: Vol 19, No 3. (2016). The American Journal Of Distance
Education. Retrieved from
http://www.tandfonline.com/doi/abs/10.1207/s15389286ajde1903_2
Ghamdi, A. A., Samarji, A., & Watt, A. (2016). Essential considerations in
distance education in KSA: Teacher immediacy in a virtual teaching and
learning environment. International Journal of Information and Education
Technology, 6(1), 17-22. doi:http://dx.doi.org/10.7763/IJIET.2016.V6.651
Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using Asynchronous Audio
Feedback to Enhance Teaching Presence and Students' Sense of
Community.Journal of Asynchronous Learning Networks, 11(2), 3-25.
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27. References
Merry, S., & Orsmond, P. (2008). Students’ attitudes to and usage of
academic feedback provided via audio files. Bioscience Education, (11).
Middleton, A., & Nortcliffe, A. (2010). Audio feedback design: principles and
emerging practice. International Journal of Continuing Engineering
Education and Life-Long Learning, 20(2), 208-223.
Nortcliffe, A., & Middleton, A. (2011). Smartphone feedback: Using an iPhone
to improve the distribution of audio feedback. International Journal of
Electrical Engineering Education, 48(3), 280-293.
Richardson, J. & Swan, K. (2003). Examining Social Presence in Online
Courses in Relation to Students' Perceived Learning and
Satisfaction.Ideals.illinois.edu. Retrieved 12 October 2016, from
https://www.ideals.illinois.edu/handle/2142
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