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Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course PROCEEDINGS

, , , Eastern Kentucky University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students. The authors use the community of inquiry model developed by Garrison, Anderson, and Archer (2000) to examine the attributes of teaching presence in an online course. This study then evaluates students' perceptions relating to the significance of producing a video for an online course that introduces the instructor to students and see if a specific introductory video will help to establish the instructor's teaching presence for the students. The data collected from this study, to date, states that students valued the online introductory video and the students prefer the use of an introductory video because of the teacher immediacy behaviors that were perceived. The students reported that with the introductory video used in this course, they were able to establish a foundation of the teacher/student relationship early in the course and their attitudes (affective learning) about the course were improved.

Citation

Jones, P., Kolloff, M. & Kolloff, F. (2008). Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 460-465). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2018 from .