EDUC 300

the importance of your online teaching presence is that it contributes to online students’ sense of learning and perception of community.  An online teaching presence “is the binding element in cultivating a learning community” (Persico, et al, 2010).  According to Shea, Li & Pickett (2006), “There is a clear connection between perceived teaching presence and students’ sense of learning community.”

For an online learning environment, the emphasis shifts from preparing class sessions to preparing learning modules with specific learning goals, reading assignments, brief instructional materials, learning activities, discussion board posting requirements, assessment procedures, etc.   While you design the modules for your course, you should regularly ask: What do I want students to learn in this module? How will students demonstrate their learning of the materials in this module? What assignments or learning activities will support the learning for this module? By asking yourself these questions while designing modules, you will support student learning and will establish your teaching presence in the design of the course.

“Skillful facilitation allows students to interact with one another and the instructor at a high level” (Palloff and Prat, 2011).   At the beginning of the course, faculty members can help facilitate discourse through ice breakers that ask students to introduce themselves and find commonalities with other students. 

“it is the teacher’s responsibility to precipitate andfacilitate learning that has purpose and is focused on essential concepts and worthwhile goals”

However, it is only through active interventionof a teacher that a powerful communications tool such as collaborative computer conferencing[11], or cooperative learning [12] becomes a useful instructional and learning resource.

We concur with Laurillard, Stratfold, Lukin, Plowman and Taylor [17] that the teacher’s task is to create anarrative path through the mediated instruction and activity set such that students are aware of theexplicit and implicit learning goals and activities in which they participate.

Tips for Increasing Instructor Presence in your Distance Learning Course

Record an introductory video for the first week of the course introducing yourself, your teaching style, student expectations and goals for the course. Contact the ATC to schedule a time for recording your video. Start off each week with a brief personalized note detailing your learning objectives for the lesson and what assignments or tasks need to be done for the week. If relevant, include a personal anecdote or a brief comment on a current event. An example would be to welcome students back for a new semester or from the midterm break. This can be done easily in myWPI by Adding an item at the top of your folder and typing your note in the text box. Incorporate your own voice by narrating your PowerPoint slides or other on-screen materials with Camtasia Studio. For written materials, try a more natural and conversational tone.

Show your presence by checking in to the website as often as possible and leave timely "evidence" that you have been there such as posting new announcements or discussion board postings. For example, if you only post every other week the students may feel that the course site has been "abandoned." Set expectations at the beginning of the course for your students of how often you will be checking in and your response time. Share information with your distance learners that will help them in their careers, just as you would with on-campus students. For example, post links to articles or current job postings in your industry to the Announcements area.