online learning November 9

What Do Students Really Want from Online Instructors?

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Over the past nine years, I’ve had the pleasure of seeing approximately 200 instructors at my institution develop and teach their first online course. I’ve witnessed instructors excited by the opportunity, but I’ve also observed many who were hesitant or even fearful of teaching online.

The instructors who were hesitant or fearful often would ask: “So, what’s the secret to being a great online instructor?” I had the sense they were expecting an extensive or complex answer. Many times they were surprised by my response.

Much has been written about student satisfaction in online courses, and there certainly are a number of factors that can influence a student’s experience as an online learner—institution, discipline, level of course, peers, home life, instructor, and so on. The ideas in this article have come from three sources: my 11 years of online teaching experience, hundreds of discussions with instructors about what has and hasn’t worked in their online courses, and the research literature.

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taking an online course August 15

Brainstorming Questionnaire for Designing or Improving a Course with Increased Faculty Presence

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Faculty presence is a component of the online classroom that’s sometimes overlooked or underestimated by new online instructors, but it is often the most important determining factor for a student’s success and overall satisfaction in a course.

Instructor presence influences the ways that your students interact with the course content and how they interact with you. So, if you're not there, why should they be?

One of the things I like to think about with my classes is how do I form a better learning community? That's something that a lot of instructors do in a face-to-face classroom. But when it comes to online instruction it's a little more challenging.

I’ve outlined below some opportunities for increasing faculty presence. These are moments during the class when you can reach out to students and demonstrate that you're a real person who's there for them. You’ll find opportunities before the course begins, at various checkpoints, during follow up and interventions, beyond the classroom, and as part of the course wrap-up.

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August 15

Checklist to Evaluate Faculty Presence in an Existing Class

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▢   Do you reach out to students first before the semester begins? ▢   Do you send a welcome email outside the course, perhaps to college email or another email provided by the student? ▢   Do you post…...

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adult student - online classes July 6

Developing Online Instructor Presence

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What is instructor presence? It’s the way that instructors present themselves to the students in the online classroom. It also involves simply being present to students through the regular posting of course materials, discussion posts, and announcements.

Instructor presence increases student retention because students are more likely to stay in class if they feel their instructor cares about them. By being present, the instructor can pull students together, encouraging cooperation and collaboration. Additionally, if things start to go off the rails and a student begins to have problems, an instructor who is present can address those problems immediately.

How does one establish instructor presence in an online class? First, determine your teaching persona. Next, determine which elements to share with the class. Last, create a strategy for regularly expressing those aspects of your persona to your class.

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laptop, no teacher February 3

Instructor Presence: How to Keep from Going MIA in Your Online Course

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As an adjunct professor and one who works daily with faculty in helping them understand online education, I have noticed and heard of increasing numbers of professors going missing in action (MIA) while teaching their online course. This is particularly disturbing since engagement is the number one characteristic that faculty must strive for when teaching from a distance.


teaching online October 30, 2015

Promoting Learning: The Instructor’s Main Mission or a Secondary Duty?

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As instructors, promoting learning is, or at least should be, our primary task. As an online instructor, I must enforce deadlines, respond to requests for accommodations, post announcements, provide guidance and clarity, assess student performance, provide feedback, and post grades. Instructors have a variety of duties inside and outside the classroom to meet the standards required by the university, yet our primary mission should remain ensuring that students are gaining new knowledge.


January 7, 2014

Creating a Sense of Instructor Presence in the Online Classroom

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Online instructors need to be intentional about creating a sense of presence in their courses so that students know that somebody is leading their educational experience. According to Larry Ragan, director of instructional design and development for Penn State’s World Campus, this sense of presence consists of three dimensions:


September 20, 2013

What Online Teachers Need to Know

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The majority of us teach the way we were taught growing up (Southern Regional Education Board, 2009). This presents a challenge for online faculty, who most likely received their education in a traditional, brick and mortar school. Online instruction is much different from face-to-face instruction. Over the past nine years, I have discovered four basic elements that contribute to being an effective online teacher.


September 5, 2012

Mapping Success: Essential Elements of an Effective Online Learning Experience

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An online course is like walking into a foreign land with an entire map laid out, but having no sense of the land’s origin or how to navigate the terrain. How the instructor formats and interacts with the class will ultimately determine the student’s travel experience. The purpose of this article is to provide an understanding of how the elements of an online course are integrated such that they form a cohesive whole that creates easy travel based upon instructor presence, appropriate feedback, and easy navigation for students.