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| Author | : Susie Baker Boles |
| Publisher | : |
| Total Pages | : 326 |
| Release | : 2018 |
| Genre | : |
| ISBN | : |
| Author | : Ömer Arslan |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : Instructional systems |
| ISBN | : |
Online instructors utilize instructional strategies to mitigate challenges that arise from transactional distance. These strategies can also facilitate establishing instructor social presence and identity, which is a common concern in online learning contexts. Effective online course introductions provide an opportunity for instructors to introduce themselves to online learners and model effective self-disclosures early in the course. Introductions help online learners know more about their course instructors and help them have a sense of what kind of an instructor they will be engaging in learning interactions with.Although course introductions are common first-day-of-the-class activities, there is limited empirical research on what students like to know about their instructors at the start of a course. Furthermore, previous studies demonstrate inconsistent findings regarding student perceptions of and preferences for the timing and type of instructor self-disclosures that are appropriate in an educational context. This exploratory study uses survey design to examine undergraduate and graduate students' perceptions of and preferences for online instructor course introductions. Participants were recruited from a university's research pool. The data set included 110 responses that were analyzed using descriptive statistics and content analysis. Findings show that it is important for online learners to know about their instructors, preferably their professional qualifications. When the instructor feels like a real person, students feel like they learn more. Most students turn to multiple different sources to learn more about their instructors even before a class begins. Reading the instructor's course introduction is the most common approach to learning more about the instructor, while looking up the instructor on social media is the least common approach. Aligned with knowing more about the instructor's professional qualifications, students find instructor self-disclosures about professional qualifications (e.g., course information, prior professional experience, college experiences, prior education, and hobbies) more appropriate than personal life details (e.g., personal opinions, relationship information, religious affiliation, socio-economic status, political affiliations, and financial information). Course information related disclosures had the highest approval ratings, while financial information had the least. Most students like to know what their online instructors look and sound like. Sharing instructor photos and videos as part of online course introductions had high approval ratings. Participants prefer instructor photo as a professional photo or headshot more than an informal photo or snapshot and a selfie. Moreover, instructor photos related to profession had the highest approval ratings in terms of types of photos that an instructor can add as part of course introduction, followed by pets, travel, family, and food. Introduction videos should be shot in the instructor's office, followed by in a classroom, in their home, and outdoors. When asked how they perceive an online instructor based on a course introduction with no self-disclosure and with prior professional experiences and hobbies self-disclosures, students perceive the latter as more friendly, approachable, interested in their learning, and interested in the class. Moreover, they reported higher ratings of willingness to email the instructor and visit the instructor in office hour. This finding suggests that appropriate self-disclosures early at the start of a course might help instructors reduce tensions around transactional distance and help them be perceived as real, and increase student willingness to interact with their instructors. The findings of this study challenge instructional practices in which instructors self-disclose personal and vulnerable information early in the course and personal information in general. Overall, this exploratory study provide additional insights to the literature on social presence and identity as well as instructor self-disclosure in online learning contexts. Limitations were presented and implications for theory, research, and practice were discussed.
| Author | : Jeffrey Barnette |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2018 |
| Genre | : Education, Higher |
| ISBN | : |
The purpose of this study was to research ways and methods that faculty establish instructor presence in an online learning environment in higher education, and how those methods impact students in these learning environments. More specifically, this study analyzed instructor presence by seeking answers to the following question: What online instructional practices do students perceive as valuable to their learning? This study took place at a small, Catholic, liberal arts southeastern university. This study focused only on students enrolled in the distance education program that is offered online. Although some of the students in the online program were traditional college-aged, the majority of them were non-traditional students, many of whom work full-time and balance their school responsibilities with work and family obligations. The University's online program attracts a large number of active or former military students, military spouses, and first-generation college students. The primary data source for the study was a survey that focused on indicators of instructor presence. The instructor presence indicators were compiled primarily from instruments designed to measure instructor presence in online courses and many of the indicators were drawn from the social and teaching presence scales of the Community of Inquiry (COI) instrument by Garrison, Anderson, and Archer (2000). Other indicators were developed from the cognitive presence scale and were centered on the types of actions an instructor might take to maintain these conditions. The overall intent was to create a broad, yet inclusive list of the type of actions an instructor would typically take in designing, delivering, and monitoring an online course (Sheridan & Kelly, 2010). Results suggested that students perceived the instructional practice of making course requirements clear as valuable. Students reported that they also perceived the instructional practice of instructors providing timely communication to students' questions/concerns as valuable. Participants also recognized that timely feedback on assignments and projects was valuable to student learning. Students also perceived the instructional practice of creating a course that was easy to navigate as valuable. While some students reported the use of discussion forums to be perceived as valuable, this practice was not reported to be perceived as valuable as the other instructional practices. The same was true for establishing a sense of community in an online course as well as engaging in a real time synchronous chat sessions. This study has both practical and theoretical implications in online course design, distance education delivery, and online pedagogy. Recommendations for the program under study were also provided.
| Author | : D'Agustino, Steven |
| Publisher | : IGI Global |
| Total Pages | : 381 |
| Release | : 2016-03-31 |
| Genre | : Education |
| ISBN | : 1466699965 |
Educators are finding that communication and interaction are at the core of a successful web-based classroom. This interactivity fosters community, which contributes to effective and meaningful learning. Positive online communities and the communication therein encourage students to interact with others’ views which not only grows one’s empathy, but is an integral part of constructivist learning theories. Because of this, the most important role of an educator in an online class is one that ensures student interactivity and engagement. Creating Teacher Immediacy in Online Learning Environments addresses the most effective models and strategies for nurturing teacher immediacy in web-based and virtual learning environments. A number of innovative methods for building an authentic, personalized online learning experience are outlined and discussed at length within this publication, providing solutions for pre-service as well as in-service educators. This book is a valuable compilation of research for course designers, faculty, students of education, administration, software designers, and higher education researchers.
| Author | : Catheryn Reardon |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 129 |
| Release | : 2022-07-11 |
| Genre | : Education |
| ISBN | : 1793632839 |
In Instructor Social Presence: An Essential Tool for Online Student Engagement and Persistence in Higher Education, Catheryn Reardon argues that the social presence of the instructor plays a critical role in online student engagement and persistence in higher education. Although the results presented in this study were inconclusive, the findings revealed some important areas for future research including the role that empathy plays in a virtual environment. Strategies are identified so instructors can appear more empathetic and accessible to their students online. Innovative technologies are also explored as the author challenges where the future of online education is headed and how that may impact the instructor and students of tomorrow.
| Author | : Veronica A. Thurmond |
| Publisher | : Universal-Publishers |
| Total Pages | : 250 |
| Release | : 2003 |
| Genre | : Computers |
| ISBN | : 1581121814 |
Pub_AbstractText~: The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes. The purpose was to determine which perceptions of interactions contributed to predicting student outcomes of satisfaction and future enrollment in Web-based courses, while controlling for student characteristics. The problem is that the interaction that occurs in the Web-based classroom is markedly different than what occurs in the traditional classroom setting. The study was a secondary analysis using data from 388 student evaluations of Web-based courses. Using Astin's Input-Environment-Outcome (I-E-O) conceptual framework, influences of student characteristics [inputs] and virtual classroom interactions [environment] on student outcomes were examined. Student input predictors were perceptions of computer skills; knowledge of electronic communications; number of Web-based courses taken; distance living from campus; and age. Environmental predictors included interactions with the instructor, students, technology, and perceptions of presence.
| Author | : Marie Kelly Lindley |
| Publisher | : |
| Total Pages | : 105 |
| Release | : 2014 |
| Genre | : Distance education students |
| ISBN | : |
In order to meet the healthcare needs of the US population, Registered Nurses (RNs), with Bachelor of Science in Nursing degrees, are needed. This descriptive posttest study, with independent samples, examined the use of audio-video with textbased feedback versus text-based only feedback on student's perceptions of the community of inquiry (COI) among RN-BSN online students (n=125), enrolled in one course at one university. The COI survey performed reliably with Cronbach's alpha .94 on the pretest and .98 on the posttest. No statistically significant difference was found between the groups on the pretest for teaching presence (p=.31), social presence (p=.40) or cognitive presence (p=.38). On the posttest, statistically significant difference between the groups was found for each COI presence: teaching (p=.00, control M=3.84 , intervention M =4.45), social (p=.03, control M= 3.84, intervention M=4.31), and cognitive (p=.00, control M= 3.88, intervention M= 4.46). Students who report higher levels of cognitive presence are more likely to reenroll in subsequent semesters. Nurse educators and students may benefit from the use of AV feedback or other technologies to enhance COI presences in online courses and to promote student reenrollment. Further research is needed to explore student and faculty perceptions of the AV feedback's usefulness and relationship to course outcomes.
| Author | : Loureiro, Maria José |
| Publisher | : IGI Global |
| Total Pages | : 443 |
| Release | : 2021-11-12 |
| Genre | : Education |
| ISBN | : 1799881954 |
Emerging technologies in education are dramatically reshaping the way we teach, learn, and create meaning—both formally and informally. The use of emerging technologies within educational contexts requires new methodological approaches to teaching, learning, and educational research. This leads educational technology developers, researchers, and practitioners to engage in the creation of diverse digital learning tools that can be used in a wide range of learning situations and scenarios. Ultimately, the goal of today's digital learning experiences includes situational experiences wherein learners and teachers symbiotically enroll in meaning-making processes. Discussion, critical reflection, and critique of these emerging technologies, tools, environments, processes, and practices require scholars to involve themselves in critical conversation about the challenges and promises afforded by emerging technologies and to engage in deliberate thinking about the critical aspects of these emerging technologies that are drastically reshaping education. The Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies deepens this discussion of emerging technologies in educational contexts and is centered at the intersection of educational technology, learning sciences, and socio-cultural theories. This book engages a critical conversation that will further the discussion about the pedagogical potential of emerging technologies in contemporary classrooms. Covering topics such as communication networks, online learning environments, and preservice teacher education, this text is an essential resource for educational professionals, preservice teachers, professors, teachers, students, and academicians.
| Author | : |
| Publisher | : |
| Total Pages | : 272 |
| Release | : 2007 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
The rising number of adult learners interested in online distance education coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as "real" in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low immediacy sessions. In addition, students who viewed the high immediacy-video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high immediacy-audio group and the low immediacy-video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.
| Author | : Makewa, Lazarus Ndiku |
| Publisher | : IGI Global |
| Total Pages | : 236 |
| Release | : 2019-12-27 |
| Genre | : Education |
| ISBN | : 1799816648 |
Education badly needs effective innovations that can help produce high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parent, community, society, and culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. Theoretical and Practical Approaches to Innovation in Higher Education is an essential scholarly publication that outlines the classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. The publication argues that raising the quality and scale of innovations in education will positively affect education itself and benefit society. Highlighting topics such as academic integrity, e-learning, and learner engagement, this book is vital for higher education professionals, academicians, educators, librarians, course designers, researchers, and students.
