Finally I would like to talk about presence in online
classes. Not just social presence but cognitive presence. Not just instructor
but peer presence. I think a lot of the time people argue against online
classes because there is a perceived notion that there is no social interaction
between students and/or instructors. They see it as a person just connecting to
a computer, not other people.
Certainly there are some online classes that this may be
true for. But I'm not talking about those. This blog is here to point out the
best strategies when teaching online classes, making them a powerful, useful
tool in education. Presence is important in this aspect. The students still
want to feel like they know the instructor. Students still need the chance to
interact with each other. Having social presence on your online class is one of
the key factors in making it successful.
There is a brief video where some experienced online teachers
share their wisdom. It is called 8 Lessons Learned Teaching Online. While all 8
things are important I'd like to discuss the two things that add to social
presence. First, they suggest doing a digital storytelling as an introduction
to yourself as a professor. In this way the students will get to know you as a
person, not just words typed on a forum telling them what to do. They can see
pictures and relate to you as a person. I also think that having them create
something similar as an introduction to each of them will help create
peer-to-peer presence. People love telling and sharing their stories and by
using something like digital storytelling, you can make that experience
personal. People see who they are discussing things with and, in my opinion,
makes discussion more meaningful. Indeed Lowenthal and Dunlap, the two teachers
from the video, even wrote in their article here that "stories help make
meaning out of experience. Experiences, and the stories created to make sense
of that experience, are the key to learning."
There are other ways to interact and encourage interaction
with your online classes. Creating an online wiki that has students viewing and
critiquing each other's work; video welcome messages, and collaborative
learning activities are all just a few of the things Kia Bentley suggests in
her paper here. She also points out that social presence "relates to comfort
levels with respect to communication, perceptions of the sense of community,
the acknowledgement of other's points of view, and the absence of impersonal
discussions." This is really saying
that students feel more comfortable talking to and discussing topics when they
can feel that they are talking to other people.
A different study on social presence in online courses showed
findings that indicated "perceived presence of instructors may be a more
influential factor in determining student satisfaction than the perceived
presence of peers." In other words, it is more important as an instructor
to have a presence in the online classroom than anyone else.
Another aspect that is just as important is cognitive
presence. On Debbie Morrison's blog she equates cognitive presence with critical
thinking- where the student goes through the process of leaning (constructing
knowledge, inquiring, exploring, and thinking). It is up to the instructor to
create opportunities for critical thinking to happen. Some of her suggestions
include discussion forums and small group activities. One can see that the
cognitive presence overlaps with social presence. If you have a solid
foundation of social presence in place, cognitive is sure to follow.
The argument for online learning has to include social
presence. It needs to be stressed that by taking online classes students are
not isolating themselves. They still have instruction-student interaction. They
still have peer-to-peer interaction. They still use what's in front of them to
think critically and share their thoughts with others. Everything is still in
place with online learning, but only if it is done with the best practices in
mind. Having social and cognitive presence, both as an instructor and encouraging
peer-to-peer interactions, will only make any online classes stronger.
References
Bentley, Kia. (2012). The Centrality of Social Presence in
Online Teaching and Learning. Understanding Change: Making the Transition to
Online Teaching. Retrieved from: http://wp.vcu.edu/online-learning-summit/files/2012/05/Bentley.pdf
Lowenthal, Patrick, Dunlap, Joanna. (2010). From Pixel on a
Screen to Real Person in Your Students' Lives: Establishing Social Presence
Using Digital Storytelling. Internet and Higher Education. Retrieved from: http://www.cehd.umn.edu/PSTL/Water/Resources/Documents/LowenthalDunlap2010.pdf
Lowenthal, Patrick, Dunlap, Joanna. (2013). 8 Lessons
Learned from Teaching Online. Educause Review Online. Retrieved from: http://www.educause.edu/ero/article/8-lessons-learned-teaching-online
Morrison, Debbie. (May 2012). Critical Thinking in the
Online Classroom. online learning insights. Retrieved from: http://onlinelearninginsights.wordpress.com/2012/05/24/critical-thinking-in-the-online-learning-classroom/
Swan, Karen, Shih, Li Fang. (2005). On the Nature and
Development of Social Presence in Online Course Discussions. The Sloan
Consortium. Retrieved from: http://sloanconsortium.org/jaln/v9n3/nature-and-development-social-presence-online-course-discussions
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