Creating online digital content for enhanced instructor presence
Creating Online Digital Content forEnhanced Instructor Presence and Improved Student Engagement Kim Lewis Lord Fairfax Community College
Tasks for 2012-2013• Received VCCS grant to integrate audio and video digital content into my Survey of Communication class (CST 110).• Facilitated Faculty Learning Community (FLC), which focused on improving student ability to conduct and document research. The final goal was to produce a deliverable that would help accomplish this goal.• Personal decision to redesign online Survey of Western Culture classes (HUM 201 and HUM 202).
The Starting Point• “Instructors and students must establish effective communication partnerships while engaged in online learning” (Hodges & Cowan, 2012).• What does “establish effective communication partnerships” entail?
Online Learning Terms:Cognitive presence: the way studentsconstruct meaning (Garrison, Anderson, &Archer, 2001) Experiencing Dissonance; Obtaining knowledge; Collecting, synthesizing and incorporating ideas.We tend to focus on this aspect of theonline environment, but it cannot standalone.
Online Learning TermsSocial presence: the virtual “visibility” of theinstructor as perceived by the learner Timely text interaction (participating in online discussions, responding to emails, etc.); Digital messages (audio and video).Students have higher levels of satisfactionwhen instructors demonstrate a socialpresence (Garrison & Cleveland-Innes, 2005;Lowenthal & Dunlap, 2011; Richard & Swan,2003).
Online Learning TermsInstructional immediacy -- behavior thatbrings the instructor and the students closertogether. Non-verbal immediacy includes behaviors such as smiling, gesturing and eye contact; Verbal immediacy includes behaviors such as using humor and encouraging student discussion.This is the catalyst for student motivation,active learning, participation andachievement of learning. (Du, Havard, & Li,2005; Lam, Cheng, & McNaught, 2005)
Online Learning TermsInstructional immediacy online:• Verbal: Asking questions, using self- disclosure, addressing students by name, using inclusive personal pronouns (we, us), responding frequently to students, offering feedback;• Non-verbal: Visual cues (e.g., color, graphics, or an instructor‟s picture) signal expressiveness, accessibility and engagement, and politeness. (O‟Sullivan, Hunt, & Lippert, 2004).
The Take Away• My digital environments need to have cognitive presence. I need to facilitate learning in a clear and concise manner through clear exercises, meaningful assignments, etc.• My digital environments need to have social presence. I need to be regularly and obviously online, both through my interaction with the students and my personality in the class environment.• My digital environments need to signal instructional immediacy. I need to show that I an am positively engaged through verbal and non-verbal cues.
The Decisions for Classes/FLC Continue to integrate discussion boards and group work in the classes; Continue to demonstrate a clear commitment to student feedback; Incorporate some self-revelation, similar to what I might reveal in a traditional class; Have attractive course websites that reflect personality and course content; Incorporate audio as often as possible, particularly on class assignments; Incorporate video with audio overlay, particularly for class lectures.