Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

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Author(s): Carol Johnson (University of Melbourne, Australia)and Noha Altowairiki (University of Calgary, Canada)
Copyright: 2017
Pages: 27
Source title: Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
Source Author(s)/Editor(s): Phu Vu (University of Nebraska at Kearney, USA), Scott Fredrickson (University of Nebraska at Kearney, USA)and Carl Moore (University of DC, USA)
DOI: 10.4018/978-1-5225-1851-8.ch008

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in Higher Education

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Abstract

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

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Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

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