creating instructor presence in online coursesteaching presence as “the design, facilitation, and...
TRANSCRIPT
Creating Instructor Presence
in Online Courses
Florence Martin
Instructional Systems Technology
UNC Charlotte
About Me
Florence Martin, Ph.D.Associate Professor & Program DirectorInstructional Systems Technology
Research
Online Learning Environments
• Elearning
• Synchronous Online Learning
• Mobile Learning
• Learning Analytics
Teaching
• EIST 6150 – Design, Development and Evaluation of online learning systems
• EIST 6130 – Instructional Multimedia Development
• EIST 6110 – Instructional Design
UNCC IST Program
• M.Ed. in Instructional Systems Technology (36 hours)
• Graduate Certificate in Instructional Systems Technology (18
hours)
http://edld.uncc.edu/programs/instructional-systems-technology-program
Online Learning and Teaching
Concentration
This Online Learning and Teaching
concentration is for those interested
in the development and management
of online learning systems.
EIST 6100 Foundations of Instructional Systems Technology
EIST 6110 Instructional Design
EIST 6120 Current Trends in Instructional System Technology
EIST 6130 Instructional Multimedia Development
EIST 6150 Design, Development, and Evaluation of Online Learning Systems
EIST 6101 Learning Principles in Instructional Systems Technology
http://edld.uncc.edu/sites/edld.uncc.edu/files/media/OLT_ISTFlyer.pdf
What do your students say?
Are you there?
Community of Inquiry ModelCreating the Educational Experience
Definitions
• Cognitive presence encompasses the course
content and its contribution to critical thinking
skills.
• Social presence is the social environment
created in an online teaching course.
• Teaching presence includes the organization
of course content, activities, and interaction
along with the added expertise of the
instructor (Anderson, Elloumi, 2007).
Define Instructor Presence
• Anderson, Rourke, Garrison, and Archer (2001), define
teaching presence as
“the design, facilitation, and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes” (p. 5).
Research on Instructor Presence
• Instructor Presence
– relate to students’ success or satisfaction in online
courses
– Enhances student motivation to learn
– reflected through the depth and quality of students’
interactions and discussions
– Reduces the sense of isolation
– Improves student performance
Why Instructor Presence?
Harris (2013)• Students want to interact with their professors throughout their
online experience.
• Research criticizes online instructors who do not respond to
students in a timely manner or provide little or no feedback.
• Active participation of the instructor, as well as their ongoing
interactions with students, helps them to be “present” in an online
course.
• Instructor presence is important because it helps bridge the
distance and address feelings of isolation students may feel when
learning online.
Establishing Teaching Presence
• Teaching presence is established in three ways,
course design, facilitation, and direct instruction
(Garrison et al., 2000).
Teaching Presence
Course Design
FacilitationDirect
Instruction
Course Design
• Course design involves tasks such as,
curriculum development, creation and
integration of a variety of learning activities into
the course, and assessment of participant
learning outcomes.
Course Design
Facilitation
Direct Instruction
Direct Instruction
• Direct instruction encompasses tasks such as
regulating the amount of material covered,
posing questions that guide participant learning,
summarizing discussions, and confirming
understanding through assessment and
feedback.
Course Design
Facilitation
Direct Instruction
Facilitation
• Facilitation includes setting the course climate,
encouraging learner participation in course
activities, and acknowledging participant
responses.
Course Design
Facilitation
Direct Instruction
Sheridan and Kelly (2010)
Top 10 – Highest Mean
Makes course requirements clear
Clearly communicated important due dates/time frames for learning activities
Sets clear expectations for discussion participation
Provides clear instructions on how to participate in course learning activities
Provides timely feedback on assignments and projects
Clearly communicates important course topics
Creates a course that is easy to navigate
Clearly communicated important course goals
Keeps the course calendar updated
Always follows through with promises made to students
Instructor Introduction
• https://voicethread.com/new/share/6974707/
Demo of “Course Orientation”
https://www.youtube.com/watch?v=V9F39i9dRcc&feature=youtu.be
Multiple Ways for students to
contact you
Provide more than one way for students to contact you with order of preference
Customizing the Syllabus
Response Times provided in
Syllabus
Forums
Contact the Instructor Forum
Announcements Forum
Present in Discussions
Clear InstructionsSetting ExpectationsInteract regularlyRefer to students by name
User-friendly design
Easy to Navigate
Customized Navigation Menu
Instructor generated presentation
Clear Expectations on Projects
Using the same criteria to grade and provide feedback
Responding to Student Reflections
One to one reflection with student
Synchronous Meeting –
Orientation, Q&A
Using the various features, chat, whiteboard, polls, emoticons to encourage interaction
Skype for Office Hours
Mid-semester & End-of semester feedback
Other
• Audio/Video Feedback on Assessments
Reference
• Anderson T., Elloumi F. (2007) Theory and Practice of Online
Learning. Retrieved from Theory and Practice of Online Learning.
• Garrison, D. R. & Cleveland-Innes, M. (2005). Facilitating cognitive
presence in online learning: Interaction is not enough. American
Journal of Distance Education, 19(3), 133–148.
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in
a text-based environment: Computer conferencing in higher
education. The Internet and Higher Education, 2(2-3), 87−105.
• Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor
presence that are important to students in online courses. Journal of
Online Learning and Teaching, 6(4), 767.
• Harris, C. (2013). Instructor Presence in an online course. Retrieved
online from https://www.purdue.edu/learning/blog/?p=6232
UNCC IST Program
• M.Ed. in Instructional Systems Technology (36 hours)
• Graduate Certificate in Instructional Systems Technology (18
hours)
http://edld.uncc.edu/programs/instructional-systems-technology-program
Online Learning and Teaching
Concentration
This Online Learning and Teaching
concentration is for those interested
in the development and management
of online learning systems.
EIST 6100 Foundations of Instructional Systems Technology
EIST 6110 Instructional Design
EIST 6120 Current Trends in Instructional System Technology
EIST 6130 Instructional Multimedia Development
EIST 6150 Design, Development, and Evaluation of Online Learning Systems
EIST 6101 Learning Principles in Instructional Systems Technology
http://edld.uncc.edu/sites/edld.uncc.edu/files/media/OLT_ISTFlyer.pdf