Instructor Presence

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Author(s): Beth Allred Oyarzun (University of North Carolina Wilmington, USA), Sheri Anderson Conklin (UNCW, USA) and Daisyane Barreto (UNCW, USA)
Copyright: 2017
Pages: 21
Source title: Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
Source Author(s)/Editor(s): Phu Vu (University of Nebraska at Kearney, USA), Scott Fredrickson (University of Nebraska at Kearney, USA) and Carl Moore (University of DC, USA)
DOI: 10.4018/978-1-5225-1851-8.ch006

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in Higher Education

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Abstract

Student isolation and retention rates are persistent issues in online learning. Research has shown that an important component of student performance and satisfaction is instructor presence (Picciano, 2002). Instructor presence includes three elements: 1) Teaching presence, 2) Instructor immediacy, and 3) Social presence (Mandemach, Gonzales, & Garrett, 2006). This chapter will use this definition of instructor presence to outline best pedagogical practices with concrete examples to increase instructor presence in asynchronous online courses. Each section will begin with a definition and research on that construct followed by best practices with concrete examples.

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