Creating a Sense of Presence in Online Teaching: How to ''Be by Rosemary M. Lehman

By Rosemary M. Lehman

This significant new source indicates how a powerful experience of on-line presence contributes to bigger pupil pride and retention. The authors discover the mental and social elements of on-line presence from either the trainer and pupil point of view and supply an educational layout framework for constructing potent on-line studying.

Based on good study and vast adventure, the ebook is stuffed with prompt equipment, illustrative case situations, and potent actions for growing, conserving, and comparing presence all through an internet course.

"The authors have taken the secret out of the serious proposal of presence through delivering the speculation that helps its significance and easy innovations to make it take place. teachers who learn this e-book can be capable of enhance powerful on-line studying groups and accomplish wanted studying outcomes."
Rena M. Palloff and Keith Pratt, software administrators and school, instructing within the digital school room software, Fielding Graduate University

"Lehman and Conceição combination hands-on adventure, learn, and a suite of functional how you can offer each on-line teacher with options for 'being there.' in an effort to deliver the true you into your on-line sessions and take your on-line instructing to the following point, this is often the publication to read."
Chip Donohue, director of distance studying, Erikson Institute

"This e-book offers a realistic and interactive version to assist readers contemplate why and the way they could advisor on-line and mixed studying actions, characterised by means of a private 'sense of presence.'"
Alan B. Knox, professor, university of schooling, collage of Wisconsin-Madison

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Additional resources for Creating a Sense of Presence in Online Teaching: How to ''Be There'' for Distance Learners (Jossey-Bass Guides to Online Teaching and Learning)

Example text

Presence is facilitated through the use of various technologies and team projects. Technology in this context becomes transparent; it is merely there to facilitate the interactions and communications among learners and instructor. Team tasks require group involvement for the creation of the team project through fieldwork, brainstorming, and sharing. All learners use the online open forum for presenting team project progress and commenting on each other’s projects (involvement). Instructor presence is accessible through electronic office hours and team task feedback.

They make us feel as if we are present with each other. When this occurs, it is both a perceptual and a social experience, and it can be a powerful experience. When we participate in an online course that is well designed, we often forget that technology in the learning experience. The boundary between the real and virtual dissolves; the liminal line that initially separated us disappears. Realism In realism, there is a close match between the real and the virtual worlds. We try to match as closely as possible the elements of the human senses (vision, hearing, and touch) to those that are used in the online experience in order to replicate the reality (Argyle & Dean, 1965).

Noe (2005) calls this the enactive perceptual process. For example, in an online discussion about a specific topic, Amanda reflects on the posted questions, analyzes and synthesizes her thoughts, and comes to a conclusion. She then shares her feelings and thoughts with others in the online learning community. Throughout the process of using these three dimensions—the interior world, the interface with the real world, and the concrete world—emotions affect thought and then behavior, affecting our experience of presence.

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