Teaching Presence: Co-Creating a Multi-National Online Learning Community in an Asynchronous Classroom
The pace of globalization coupled with growing institutional pursuit of online education means that online classes are increasingly composed of a multi-national, multi-ethnic, and multi-cultural student body. Teaching presence, which is the ability to structure the class, create the social environme...
| Published in: | Online Learning |
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| Main Author: | |
| Format: | Article |
| Language: | English |
| Published: |
Online Learning Consortium
2014-06-01
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| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/412 |
| Summary: | The pace of globalization coupled with growing institutional pursuit of online education means that online classes are increasingly composed of a multi-national, multi-ethnic, and multi-cultural student body. Teaching presence, which is the ability to structure the class, create the social environment, give instruction, and assess student work, is the basis for creating a community of inquiry in an online class where successful learning can occur. However, little is known about effective teaching presence in a multinational classroom. The purpose of this study was to examine my own efforts to co-create a social context in an online classroom that was welcoming and supportive to an extremely diverse student population enrolled in a graduate research methods course. Findings show that building student confidence, affirming student voice, and the strategic use of groups help create a climate of safety. Effective instructor techniques include setting up the class, having ongoing public and private interaction with students, giving effective feedback, and recognizing and valuing cultural differences |
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| ISSN: | 2472-5749 2472-5730 |