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Teaching and Learning: Instructor Social Presence in the Online Classroom
PROCEEDINGS

, , College of Saint Elizabeth, United States

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: This completed study is an exploration of faculty perception and adaptation of social presence in light of the rapid growth of the online classroom. This study examines how faculty perceive their role in promoting social presence in the discussion board and what they are doing to promote interactivity, intimacy, and immediacy which are the indicators of social presence. How do they meet the challenges, and what are their strategies? For this qualitative study, open-ended questions were sent to the faculty that participated and focused on the three indicators. The procedure for the study followed the Delphi method. The results, supported by a comprehensive review of related literature, revealed that the participants interact with students on average every 24 to 48 hours, and require students to interact with each other. The results showed a substantial amount of interactivity but less immediacy and intimacy.

Citation

Marino, K. & Reddick, K. (2013). Teaching and Learning: Instructor Social Presence in the Online Classroom. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 846-855). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2019 from .

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