Preservice Teachers’ Views of Instructor Presence in Online Courses

Hodges, Charles B.; Cowan, Sara

doi:10.1080/21532974.2012.10784694

Cited by 35 publications

(24 citation statements)

References 10 publications

(7 reference statements)

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“…Related to this, faculty providing timely feedback about student progress was also a key indicator of students' satisfaction. These findings are supported by other studies which also indicate that timely responses, instructor availability, and quality feedback are critical elements of successful online courses (e.g., Huss & Eastep, 2013;Hodges & Cowan, 2012;Sheridan & Kelly, 2010). Dziuban, Moskal, Kramer, and Thompson (2013) argue that there exists an unstated psychological contract that students use to monitor and evaluate their experiences in an online course.…”

Section: Factors Impacting Students' Perceptions Of Online Coursessupporting

confidence: 79%

The Impact of Previous Online Course Experience on Students' Perceptions of Quality

Hixon

Barczyk

Ralston-Berg

et al. 2016

OLJ

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The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer online courses) or students with an intermediate level of online course experience (those who have completed four to six online courses). Overall, 3,160 online students completed a survey which asked them to indicate the extent to which statements derived from the Quality Matters rubric contributed to student success. The results indicate that students rated some items differently based on their previous online course experience. Novice online learners felt that having netiquette guidelines clearly stated was more important than experienced online learners. Experienced learners rated several items as being more important than novice and/or intermediate online learners, including items related to self-introductions, appropriateness of assessments, relevance and quality of instructional materials, clarity of requirements for interaction, ease of navigation, and availability of required technologies. The implications of these findings for course designers and instructors are discussed.

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Section: Factors Impacting Students' Perceptions Of Online Coursessupporting

confidence: 79%

The Impact of Previous Online Course Experience on Students' Perceptions of Quality

Hixon

Barczyk

Ralston-Berg

et al. 2016

OLJ

View full text Add to dashboard Cite

show abstract

“…This is important to note since instructors often teach courses they did not design or develop and this practice continues to grow as online learning enrollment numbers continue to grow. (Hodges & Cowan, 2012;Sheridan & Kelly, 2010). Additionally, an aspect of instructor presence is instructor immediacy.…”

Section: Instructor Presencementioning

confidence: 99%

“…Students rated clear directions and course requirements as one of the most important aspects of instructor presence (Hodges & Cowan, 2012;Sheridan & Kelly, 2010). Synthesizing these ideas, we are defining instructor presence as the specific actions and behaviors taken by the instructor that project him/herself as a real person.…”

Section: Instructor Presencementioning

confidence: 99%

“…Based on the reviewed research, instructors reduced the student perception of distance through timely responses and feedback, and developing a sense of community with students (Hodges & Cowan, 2012;Sheridan & Kelly, 2010). Students rated clear directions and course requirements as one of the most important aspects of instructor presence (Hodges & Cowan, 2012;Sheridan & Kelly, 2010).…”

Section: Instructor Presencementioning

confidence: 99%

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Conceptualizing and investigating instructor presence in online learning environments

Richardson

Koehler

Besser

et al. 2015

IRRODL

145

120

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As online learning opportunities continue to grow it is important to continually consider instructor practices. Using case study methodology this study conceptualizes instructor presence, the intersection of social and teaching presence as defined within the Community of Inquiry literature, and is based in the implementation phase of online courses which is important to note since instructors often teach courses they did not design or develop. The investigation of the instructor presence behaviors of 12 online instructors and the emerging profiles of instructor presence provide a gateway to strategies for online instructors and offer a window into the ways instructional presence elements work together while providing insights into how to make the best use of online instructor time. In practical terms, the profiling method provides a useful way for practitioners to improve their own experiences.

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“…Du côté de la rétroaction, ce sont les courts délais de réponse du formateur qui sont appréciés par les étudiants (Skramstad et al, 2012). Hodges et Cowan (2012), proposent que les délais de réponse soient annoncés aux étudiants. Enfin, sous le concept d'immédiateté, transparaît une dimension de l'interaction renvoyant à un éventail de conduites verbales et non verbales de l'enseignant visant à réduire la distance psychologique et physique en situation de formation dont l'importance commence à être étudiée.…”

Section: Tréma 44 | 2016unclassified

Assurer la présence enseignante en formation à distance : des résultats de recherche pour guider la pratique en enseignement supérieur

Deaudelin¹,

Petit²,

Brouillette³

2016

trema

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Preservice Teachers’ Views of Instructor Presence in Online Courses

Cited by 35 publications

References 10 publications

The Impact of Previous Online Course Experience on Students' Perceptions of Quality

The Impact of Previous Online Course Experience on Students' Perceptions of Quality

Conceptualizing and investigating instructor presence in online learning environments

Assurer la présence enseignante en formation à distance : des résultats de recherche pour guider la pratique en enseignement supérieur

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