Abstract
Online instructors promote teaching presence at various levels. This presentation discusses a relationship between these levels of teaching presence and instructional strategies.
As e-learning has become more widespread, distance learners often experience an isolation effect as a result of learning in the perceived absence of their peers and instructor (Anderson, 2008; Gregor & Cuskelly, 1994). The community of inquiry (COI) framework was described by Anderson and associates to include three overlapping presences: cognitive, social , and teaching presences (Anderson, 2004). In this presentation we narrow our focus to teaching presence and how it is encouraged by the use of a variety of instructional and communications strategies employed by the instructor to minimize the isolation effect (Smith, Ferguson, & Caris, 2002).
As e-learning has become more widespread, distance learners often experience an isolation effect as a result of learning in the perceived absence of their peers and instructor (Anderson, 2008; Gregor & Cuskelly, 1994). The community of inquiry (COI) framework was described by Anderson and associates to include three overlapping presences: cognitive, social , and teaching presences (Anderson, 2004). In this presentation we narrow our focus to teaching presence and how it is encouraged by the use of a variety of instructional and communications strategies employed by the instructor to minimize the isolation effect (Smith, Ferguson, & Caris, 2002).
| Original language | American English |
|---|---|
| State | Published - Apr 23 2015 |
| Event | 8th Annual Emerging Technologies for Online Learning: International Symposium 2015 - ET4Online, Texas, Dallas, United States Duration: Apr 22 2014 → Apr 24 2014 |
Conference
| Conference | 8th Annual Emerging Technologies for Online Learning |
|---|---|
| Country/Territory | United States |
| City | Dallas |
| Period | 4/22/14 → 4/24/14 |