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Applying Online Instructor Presence Amidst Changing Times
Rosser-Majors, Michelle L. · Rebecor, Sandra · McMahon, Christine · Anderson, Stephanie L.

Published2021
Book titleHandbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research
Chapter 8, Pages 29
PublisherIGI Global
CountryUnited States, North America

ABSTRACT
Online learning can be challenging for both the students and instructors. Students can feel isolated or intimidated by the asynchronous environment, and instructors may find it difficult to connect with students as well as encourage active learning and critical thinking. Instructor presence (IP), as presented by the community of inquiry model (CoI), suggests that there are three areas of presence that must be applied cohesively to create an environment that is satisfying to students and the instructor: teaching, social, and cognitive. In this chapter, the authors report their findings of applied IP on student pass rates, drop rates, and satisfaction after exposing online instructors to IP training that provided immediate application examples. The findings suggested that when IP is applied effectively, student outcomes are significantly improved and are sustainable. This chapter will also share specific strategies, based on this model, that were utilized in the authors' research protocol.

Keywords vocative case · instructor presence · rubric · avatar · social presence · cognitive presence · valediction · community of inquiry · multiple intelligence · grammarly · teaching presence

CoI focusFull model
MethodologyQualitative
PopulationUniversity
Study designAction research
ContributionPractical
Study aim"Consider practical updates to the model based on new technology by developing a covid specific instructor presence series..."
LanguageEnglish
RefereedYes
RightsIGI Global
DOI10.4018/978-1-7998-6922-1.ch008
ExportBibTex · EndNote · Tagged XML · Google Scholar


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The Community of Inquiry is a project of Athabasca University, Mount Royal University, KTH Royal Institute of Technology, and the Canadian Journal of Learning and Technology, as well as researchers and members of the CoI community.