Tag Archives: presence

Humanizing an Online Course Through Communication

November 27, 2023 Nishika Gopathi and Kendra Self, PhD Leave a comment

Whether a course is synchronous or asynchronous, students should feel that they are a part of it. They should also feel connected with others in the classroom. The feeling of “isolation and low self-esteem in students has been shown to result in low levels of engagement” (Li et al., 2022, p. 1). This can be attributed to the rapid growth of online learning and the transition from an in-person format to a virtual format. In addition to the transition is the ever-growing diverse student population.

One way colleges and universities can address this issue is by preparing faculty to design and facilitate inclusive online learning experiences that meet the requirements of all students more effectively. This may include offering a diverse range of teaching methods, more suited to a wider range of students. Humanized online teaching can also help to address aspects of learning through instructor-student connections and community.

The Humanizing Framework

Instructor-student communication matters tremendously in online learning. A major challenge that the instructors face in an online course, is how to make the learning experience humanized. This includes treating students and their input as an integral element of the course.

Multiple frameworks have incorporated the concept of humanizing an online course (Li et al., 2022). Frameworks such as the Community of Inquiry model, outline and explain three different presences: social, cognitive, and presence. Both social and cognitive presences are dependent on teaching presence (Garrison et al., 1999). Research has found that increased teaching presence, through interactions between the instructor and the student, corresponded with an increase in motivation and engagement, which could lead to higher grades (Li et al., 2022; Xu & Jaggers, 2014).

Michelle Pacansky-Brock, developed the humanizing framework in 2016, by taking into consideration other frameworks and modeling them together. She discovered that these instructor-student relationships are extremely beneficial, particularly for students who are unsure of their academic ability (Bengfort, 2023). Three elements emerged as essential in making humanizing communication in a class. They were presence, empathy, and awareness.

Presence: Instructors need to be present in an online class and they should be available to communicate with students at appropriate times in Zoom sessions. Instructors, for example, can create a lively welcome video and make their presence felt throughout the class. They could provide feedback in audio or video format. They could create a sense of community in the class, by greeting students with a video each week. Instructors can also offer synchronous meetings for students who need some guidance.
Empathy: Instructors should be approachable so that students won’t have any apprehensions in meeting them. They should be able to sense when students need some extra support and when to be lenient. Taking the time to explain difficult concepts during one-on-one sessions or even providing links to multimedia (videos, podcasts, etc.) are very supportive to students.
Awareness: Instructors should get to know their students. To do so, they could conduct a survey during the first week of class as a means of formative feedback. For example, ask students their preferred format of assignment submission, teaching method, and any other valuable insights that they would like to provide.

Humanizing an online course through communication is critical for producing an effective and engaging learning experience. Students might feel more connected to the instructor and their peers by including various communication tools such as discussion boards, video conferencing, and personalized feedback. Additionally, emphasizing the importance of social interaction and community-building can foster a positive learning environment and increase student motivation and retention. Ultimately, by prioritizing communication and creating a sense of connection within an online course, instructors can humanize the learning experience and provide students with a more fulfilling and enriching educational experience.

If you are interested in which humanization methods are right for your course, just let us know. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information about adding teacher presence to your course, check out this previous blog post.

References:

Bengfort, J. (2023). Q&A: Michelle Pacansky-Brock humanizes asynchronous Learning. EdTech Focus on Higher Education. https://edtechmagazine.com/higher/article/2023/05/qa-michelle-pacansky-brock-humanizes-asynchronous-learning

Garrison, D.R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education 2(2–3). https://doi.org/10.1016/S1096-7516(00)00016-6

Li, Q., Bañuelos, M., Liu, Y., & Xu, D. (2022). Online instruction for a humanized learning experience: Techniques used by college instructors. Computers & Education 189(104595), 1-12. https://doi.org/10.1016/j.compedu.2022.104595

Piacquadio, A. (2022). Cheerful surprised woman sitting with laptop [Photograph]. Pexels. https://www.pexels.com/photo/cheerful-surprised-woman-sitting-with-laptop-3762940/

Shvets, A. (2020). People on a video call [Photograph]. Pexels. https://www.pexels.com/photo/people-on-a-video-call-4226261/

Xu, D. & Jaggars, S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633–659. http://www.jstor.org/stable/43694576

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St Cloud State University. She is a student of Information Assurance. She likes to paint and travel in her free time.

Learning Strategies

Let Students Know You Exist: Adding Teacher Presence to Your Online Course

June 19, 2023 Anas Ahmed 2 Comments

The absence of in-person interaction in the world of online education frequently causes students to feel disengaged. Without a teacher’s physical presence, students might feel alone and disinterested in their studies, which can diminish their motivation and likelihood of success. Different techniques can be put into place to boost teacher presence in online courses, to make the learning environments more encouraging and interesting.

What is Teacher Presence in Online Courses?

The level of participation by teachers in the online learning process is called teacher presence. This includes any interactions with students, the frequency and promptness of provided feedback, and availability to students for guidance and assistance (Garrison et al., 2010). This type of presence fosters a sense of belonging and community among students, which can have a significant impact on student achievement within online courses.

Why is Teacher Presence Important in Online Courses?

Students may find it difficult to learn online because it demands a lot of self-motivation and self-control. Without a teacher’s tutelage, students may find it difficult to stay on task with their academic work. The absence of in-person interaction in online education can cause students to feel disengaged (Shea et al., 2006). In fact, Li et al. (2013) have revealed that one of the main causes of online course dropout is a lack of teacher interaction.

Teachers who are present in online courses can offer students helpful support and direction. This can involve responding to inquiries and giving comments on assignments, which could provide inspiration and increase drive. This helps students stay motivated and engaged (Lowenthal et al., 2017). Teachers who are active participants in the online learning process can create a more encouraging and collaborative learning environment to boost student success and engagement.

Strategies for Adding Teacher Presence to Your Online Course

There are many strategies that teachers can use to increase teacher presence in online courses. Here are a few ideas:

Use Video Introductions. Using video introductions is one of the simplest ways to improve teacher presence in an online course. This could include an introductory video at the start of the course, with ongoing video updates throughout the term. Students would see and hear their teachers via video introductions, which could help to forge a more personal connection and boost engagement.

Provide Timely Feedback. Building teacher presence in online courses requires timely feedback on assignments and assessments. Students feel supported and aware that their effort is being observed and appreciated. Feedback can also aid students in enhancing their performance and developing a stronger sense of engagement with their academic work.

Use Discussion Forums. Increased teacher presence in online courses can also be achieved through discussion forums. Teachers can foster a more collaborative learning environment that promotes student engagement and achievement. This can be accomplished through actively participating in conversations and providing feedback and direction. Discussion boards also give teachers the chance to address frequent misunderstandings and clarify course material.

Hold Virtual Office Hours. Another efficient strategy to boost teacher presence is to offer virtual office hours. Teachers can make the learning environment more accessible and supportive by setting up specific periods for students to ask questions and obtain assistance. Virtual office hours can also promote a sense of belonging and community among students.
Provide Personalized Feedback. Finally, providing customized feedback that is personal to the student can add teacher presence. Addressing a student by name and providing detailed feedback on their work can help teachers develop a more personal connection. This can also help students feel appreciated and encouraged.

Teacher presence may foster a more collaborative and supportive learning environment. One that promotes student success through video introductions, timely feedback, discussion forums, virtual office hours, and personalized feedback. Teachers that are actively involved in the online learning process can motivate students to be successful by making them feel connected, encouraged, and supported.

Adding teacher presence to online courses is an essential part of fostering student interest and success. Interested in adding more of a presence into an online course, let us know. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information on the Community of Inquiry Model, check out this previous blog post.

References:

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 3(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003

ICSA. (2018). Woman holding microphone standing in front of crowd [Photograph]. Pexels.com. https://www.pexels.com/photo/woman-holding-microphone-standing-in-front-of-crowd-1708912/

Julia, C. (2019). Person writing on notebook [Photograph]. Pexels.com. https://www.pexels.com/photo/person-writing-on-notebook-4145190/

Li, N., Marsh, H. W., & Martin, A. J. (2013). Decoding the meaning of process and person-oriented approaches to student motivation in the Chinese cultural and educational setting. Journal of Educational Psychology, 105(2), 238–254. https://doi.org/10.1037/a0031361

Lowenthal, P. R., Dunlap, J. C., & Snelson, C. (2017). Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning, 21(4), 177-194. https://eric.ed.gov/?id=EJ1163476

Shea, P., Li, C. S., & Pickett, A. M. (2006). A study of teaching presence and student sense of learning. Internet and Higher Education, 9(3), 175-190.

Anas Ahmed is a Graduate Assistant with 2 years of experience in Tech. He is passionate about Online Education and helping students achieve their full potential.

Learning Strategies

Community of Inquiry Model

February 6, 2023 Nishika Gopathi Leave a comment

The community of inquiry model is a framework for teaching and learning in online environments. This model focuses on creating a collaborative and interactive learning environment. It is based on the idea that learning is a social process. This model emphasizes the importance of three interrelated elements: social presence, cognitive presence, and teaching presence.

Social Presence

Social presence refers to the ability of participants in an online learning environment to establish and maintain interpersonal relationships. It is essential because online learning can be isolating, and learners need to feel a personal connection to their peers and instructors, to be motivated and engaged. Communication tools such as discussion boards, breakout rooms, and Zoom meetings can be used for this purpose. These tools allow learners to interact with one another and their instructors, creating a sense of community and connection.

In addition to communication tools, instructors can also promote social presence through activities and assignments that encourage collaboration and interaction among learners. This can include group discussions, peer feedback, and collaborative projects. Social presence is an essential component of effective online learning, and instructors should strive to create environments that foster social interaction and connection among learners.

Cognitive Presence

Cognitive presence refers to the extent to which learners can construct meaning from the information and resources provided in the online environment (Marshall & Kostka, 2020). Cognitive presence requires the active engagement of learners in critical thinking, problem-solving, and reflection. It is essential because online learning can be passive, and learners need to be challenged and supported to make meaning of the material.

In order to foster cognitive presence, instructors should provide learners with opportunities to engage with the material in a deep and meaningful way. This can include case studies, problem-based learning, and open-ended discussion prompts. Instructors can also support cognitive presence by providing timely and constructive feedback on learners’ work, encouraging learners to reflect on their learning, and promoting critical thinking and problem-solving skills.

Overall, cognitive presence is an essential aspect of online learning. Instructors should strive to create environments that support and challenge learners in their efforts to construct meaning from the material.

Teaching Presence

Teaching presence refers to the ability of instructors to design, facilitate, and support online learning activities that foster cognitive presence among learners. This includes providing clear learning goals and objectives, using appropriate instructional strategies, and providing timely and constructive feedback. Teaching presence refers to the role of the instructor in facilitating and guiding the learning process. It is essential because online learning can be unstructured, and learners need guidance and support to succeed.

To establish a teaching presence, instructors should be proactive and responsive in their interactions with learners. This can include responding to learner questions and concerns promptly, providing feedback on learner’s work, and offering guidance and support as needed.

Instructors can also promote teaching presence by communicating clearly and concisely, using various instructional strategies, and providing learners with opportunities to reflect on their learning. Instructors should strive to create environments that support and challenge learners in their efforts to construct meaning from the material.

Together, these three elements form the basis for a rich and engaging learning experience in online environments.

The community of inquiry model emphasizes the importance of ongoing dialogue and interaction among students and instructors to foster a collaborative and supportive learning environment. Through various online tools and technologies, students and instructors can engage in discussions, share resources, and provide feedback on each other’s work.

This model aims to provide an engaging and practical online learning experience that promotes student learning and critical thinking skills. It provides a valuable framework for understanding and improving the quality of online learning. By focusing on the development of social, cognitive, and teaching presence, instructors can create online learning environments that are engaging, challenging, and supportive. This can lead to improved learning outcomes, increased learner satisfaction, and tremendous overall success in online learning.

References:

Arbaugh, J. B. (2008). Does the Community of Inquiry framework predict outcomes in online MBA courses? The International Review of Research in Open and Distributed Learning, 9(2). https://doi.org/10.19173/irrodl.v9i2.490

Danilevich, O. (2020). Man Sitting in Front of Three Computers [Photograph]. Pexels. https://www.pexels.com/photo/man-sitting-in-front-of-three-computers-4974915/

Garrison, D.R., & Arbaugh, J.B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), pp. 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001

Holmes, K. (2020). Ethnic girl having video chat with teacher online on laptop [Photograph]. Pexels. https://www.pexels.com/photo/focused-multiethnic-students-doing-research-together-5940839/

Kampus Production. (2020). Focused multiethnic students doing research together [Photograph]. Pexels. https://www.pexels.com/photo/focused-multiethnic-students-doing-research-together-5940839/

Marshall, H. W., & Kostka, I. (2020, July 31). Fostering teaching presence through the synchronous online flipped learning approach. The Electric Journal for English as a Second Language, 24(2). https://eric.ed.gov/?id=EJ1268565

Norum, S. (2021, September 12). A community of inquiry infographic. RRU Malat Blog. https://malat-webspace.royalroads.ca/rru0167/a-community-of-inquiry-infographic/

Thuan, N., & Hiep, P. (2021, October 6). Virtual classroom connections: Enhancing three presence elements via online tools. Times Higher Education: Campus Learn, Share, Connect. https://www.timeshighereducation.com/campus/virtual-classroom-connections-enhancing-three-presence-elements-online-tools

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St. Cloud State University. She is a student of Information Assurance. She likes to paint and travel in her free time.