• Information Technology
  • Human Resources
  • Careers
  • Giving
  • Library
  • Bookstore
  • Active Living
  • Continuing Education
  • Go Dinos
  • UCalgary Maps
  • UCalgary Directory
  • Academic Calendar
My UCalgary
Webmail
D2L
ARCHIBUS
IRISS
  • Faculty of Arts
  • Cumming School of Medicine
  • Faculty of Environmental Design
  • Faculty of Graduate Studies
  • Haskayne School of Business
  • Faculty of Kinesiology
  • Faculty of Law
  • Faculty of Nursing
  • Faculty of Nursing (Qatar)
  • Schulich School of Engineering
  • Faculty of Science
  • Faculty of Social Work
  • Faculty of Veterinary Medicine
  • Werklund School of Education
  • Information TechnologiesIT
  • Human ResourcesHR
  • Careers
  • Giving
  • Library
  • Bookstore
  • Active Living
  • Continuing Education
  • Go Dinos
  • UCalgary Maps
  • UCalgary Directory
  • Academic Calendar
  • Libraries and Cultural Resources
View Item 
  •   PRISM Home
  • Conferences
  • Conference on Postsecondary Learning and Teaching
  • View Item
  •   PRISM Home
  • Conferences
  • Conference on Postsecondary Learning and Teaching
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Developing teaching presence in online learning through shared stakeholder responsibility

Thumbnail
Download
2015-Poster-T&L conf- Developing Teaching Presence in Online Courses (Altowairiki-Johnson)pdf.pdf (290.6Kb)
Author
Altowairiki, Noha
Johnson, Carol
Accessioned
2015-07-08T21:07:20Z
Available
2015-07-08T21:07:20Z
Issued
2015-05-12
Type
conference poster
Metadata
Show full item record

Abstract
Online learning is a contemporary learning environment common in post-secondary education (Allen & Seaman, 2013). There are various components that contribute to successful online learning stakeholders. From the Community of Inquiry framework, there are three important considerations for developing effective online learning environments: cognitive presence, social presence and teaching presence. One of the three presences, teaching presence is “thoughtful, focused and attentive” (Garrison, Cleveland-Innes & Fung, 2010, p. 32) and responsible for the balance of student learning needs through developing and maintaining social and cognitive processes (Garrison, 2011). As identified by Garrison (2011), “teaching presence represents perhaps a greater challenge in an e-learning environment” (Garrison, 2011, p. 25). Qualitative evidence suggests that teaching presence supports learner sense of community through meaningful participation, increases learner satisfaction through careful design of the learning experiences, and maintains the development of cognitive and social processing (Szeto, 2015). Therefore, to better enable instructor understanding of teaching presence, this poster presentation outlines the critical development process for creating effective teaching presence in the online learning environment. Specifically, we visually describe and outline four elements: preparing the stakeholders, designing the facilitation, implementing the facilitation and evaluating the facilitation. Together these components address the innovative learning practices necessary for developing teaching presence in the online learning environment through shared stakeholder responsibility.
Refereed
No
Faculty
Werklund School of Education
Institution
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/10281
Uri
http://hdl.handle.net/1880/50554
Collections
  • Conference on Postsecondary Learning and Teaching

Browse

All of PRISMCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

My Account

LoginRegister

Statistics

Most Popular ItemsStatistics by CountryMost Popular Authors

  • Email
  • SMS
  • 403.220.8895
  • Live Chat

Energize: The Campaign for Eyes High

Privacy Policy
Website feedback

University of Calgary
2500 University Drive NW
Calgary, AB T2N 1N4
CANADA

Copyright © 2017