Instructors’ Perceptions of Instructor Presence in Online Learning Environments

As online learning continues to grow significantly, various efforts have been explored and implemented in order to improve the instructional experiences of students.  Specifically, research indicates that how an instructor establishes his or her presence in an online environment can have important i...

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Autores principales: Jennifer C. Richardson, Erin Besser, Adrie Koehler, JiEun Lim, Marquetta Strait
Formato: article
Lenguaje:EN
Publicado: Athabasca University Press 2016
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Acceso en línea:https://doaj.org/article/842d437ba43247f998c48bde062599c6
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spelling oai:doaj.org-article:842d437ba43247f998c48bde062599c62021-12-02T16:59:54ZInstructors’ Perceptions of Instructor Presence in Online Learning Environments10.19173/irrodl.v17i4.23301492-3831https://doaj.org/article/842d437ba43247f998c48bde062599c62016-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2330https://doaj.org/toc/1492-3831As online learning continues to grow significantly, various efforts have been explored and implemented in order to improve the instructional experiences of students.  Specifically, research indicates that how an instructor establishes his or her presence in an online environment can have important implications for the students’ overall learning experience. While instructor presence appears to be an important aspect of online learning, more research is needed to fully understand this construct. The purpose of this study was to consider online instructors’ perceptions related to presence, beliefs about actions, and the perceived impact of instructional presence. Using an explanatory multiple-case study approach, this research considered the perspectives of 13 instructors teaching in an online master’s program at a large Midwestern public university.  Results indicate instructors viewed instructor presence as an important component in online courses but their reasons varied. Furthermore, the instructors discussed a number of communication strategies they used, the importance of using such strategies to connect to students, and the potential impact of these strategies on student participation and learning. Additional themes from the interview data are discussed, and implications for online teaching and learning are suggested. Jennifer C. RichardsonErin BesserAdrie KoehlerJiEun LimMarquetta StraitAthabasca University Pressarticleonline educationCommunity of Inquiryinstructor presencesinstructor perceptionsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 4 (2016)
institution DOAJ
collection DOAJ
language EN
topic online education
Community of Inquiry
instructor presences
instructor perceptions
Special aspects of education
LC8-6691
spellingShingle online education
Community of Inquiry
instructor presences
instructor perceptions
Special aspects of education
LC8-6691
Jennifer C. Richardson
Erin Besser
Adrie Koehler
JiEun Lim
Marquetta Strait
Instructors’ Perceptions of Instructor Presence in Online Learning Environments
description As online learning continues to grow significantly, various efforts have been explored and implemented in order to improve the instructional experiences of students.  Specifically, research indicates that how an instructor establishes his or her presence in an online environment can have important implications for the students’ overall learning experience. While instructor presence appears to be an important aspect of online learning, more research is needed to fully understand this construct. The purpose of this study was to consider online instructors’ perceptions related to presence, beliefs about actions, and the perceived impact of instructional presence. Using an explanatory multiple-case study approach, this research considered the perspectives of 13 instructors teaching in an online master’s program at a large Midwestern public university.  Results indicate instructors viewed instructor presence as an important component in online courses but their reasons varied. Furthermore, the instructors discussed a number of communication strategies they used, the importance of using such strategies to connect to students, and the potential impact of these strategies on student participation and learning. Additional themes from the interview data are discussed, and implications for online teaching and learning are suggested.
format article
author Jennifer C. Richardson
Erin Besser
Adrie Koehler
JiEun Lim
Marquetta Strait
author_facet Jennifer C. Richardson
Erin Besser
Adrie Koehler
JiEun Lim
Marquetta Strait
author_sort Jennifer C. Richardson
title Instructors’ Perceptions of Instructor Presence in Online Learning Environments
title_short Instructors’ Perceptions of Instructor Presence in Online Learning Environments
title_full Instructors’ Perceptions of Instructor Presence in Online Learning Environments
title_fullStr Instructors’ Perceptions of Instructor Presence in Online Learning Environments
title_full_unstemmed Instructors’ Perceptions of Instructor Presence in Online Learning Environments
title_sort instructors’ perceptions of instructor presence in online learning environments
publisher Athabasca University Press
publishDate 2016
url https://doaj.org/article/842d437ba43247f998c48bde062599c6
work_keys_str_mv AT jennifercrichardson instructorsperceptionsofinstructorpresenceinonlinelearningenvironments
AT erinbesser instructorsperceptionsofinstructorpresenceinonlinelearningenvironments
AT adriekoehler instructorsperceptionsofinstructorpresenceinonlinelearningenvironments
AT jieunlim instructorsperceptionsofinstructorpresenceinonlinelearningenvironments
AT marquettastrait instructorsperceptionsofinstructorpresenceinonlinelearningenvironments
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