Developing teacher presence in online courses
Penny Neuendorf, Canberra Institute of Technology, Australia ; Kristin Waters, ATTC, Australia ; Khaison Duong, University of Southern Queensland, Italy
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Social and cognitive presences are but two of the three presences of an online learning community; the third and we will argue pivotal presence is that of teaching presence. Authors such as Randy Garrison, Terry Anderson and Peter Shea have been researching online presence for many years and have developed concepts and frameworks for the three online presences. In this paper, we are going to explore teaching presence and its interactions with these other two presences in order to facilitate learning. We will discuss the concepts of teaching presence based on the work of other authors and our learning experiences. Furthermore, we will consider the extent of teaching presence and as a result, strategies for teachers will be recommended to enhance engagement.
Neuendorf, P., Waters, K. & Duong, K. (2011). Developing teacher presence in online courses. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 2021-2030). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)