Presence contributes greatly to creating meaningful and impactful learning experiences. This blog series will give you some tried-and-true strategies for building teaching, social, and cognitive presence in your classes. Also provided are some suggested approaches to addressing common challenges. This post will wrap up the series by focusing on teaching presence.
Presence contributes greatly to creating meaningful and impactful learning experiences. In this blog series we will highlight some tried-and-true strategies for building teaching, social, and cognitive presence in your classes. Also provided are some suggested approaches to addressing common challenges. This post will focus on cognitive presence.
Presence contributes greatly to creating meaningful and impactful learning experiences. In this blog series we'll highlight some tried-and-true strategies for building teaching, social, and cognitive presence in your classes. Also provided are some suggested approaches to addressing common challenges. In this post, we'll be focusing on Social Presence.
Asynchronous courses are a cornerstone of online learning. At the same time, asynchronous courses present challenges in terms of self-motivation, community-based learning, and combating feelings of isolation. One approach to addressing some of these challenges is to add synchronous elements to your online course. When used correctly, synchronous elements can add a layer of direct interaction and engagement that doesn’t detract from the benefits of the asynchronous format. However, adding synchronous elements isn’t as easy as just setting up regular meeting times. We need to plan with purpose, diligence, and a bit of creativity.
Using an approach of "outreach hours" as opposed to typical office hours fits in perfectly with the Community of Inquiry model that we often refer to in our work with faculty. I see it as an expansion of what teaching presence can look like in the online classroom, along with infusing both social and cognitive presence into the activity as well. That’s perhaps what I like about it most; by rethinking what our traditional office hours look like online, we can engage students more deeply in the tenets of the Community of Inquiry and help improve success.
Are you nervous about diving into online education? Want to expand your reach beyond your current online course or program? Then join me for a 20 minute interview on online education and advocacy with Dr. Amos Bailey.
Remote test proctoring tools are becoming more and more popular, but are they worth the potential emotional, psychological, physical, and financial harm to students?
Check out the first, introductory episode of ODDcast, the Online Learning Design and Program Development team's new podcast, to learn more about our team.
Amy’s my name and educational tech conferences are my game! Ok, but seriously...I have quite a few ed. tech conferences under my belt. (Humble brag) So I decided to compile a quick list of pointers to help you get the most out of the conferences you attend. Additionally, I was recently named the eLCC (eLearning Consortium of Colorado) Conference Co-Chair so that I may share my expertise in this area by helping to plan the upcoming 2020 conference.
Last month I began outlining factors which contribute to online student success. I highlighted a few that I’ve seen over and over both through literature and in my own experiences as an instructional designer, doctoral student, and online instructor. To recap my first post on “What factors contribute to online student success?”, good course design and facilitation, feeling a part of a community, and effective feedback loops are all factors which contribute to student engagement, motivation, and ultimately success online.
