4: Presence & Connectedness

Morrison (2014) citing Lehman and Conceicao (2011), points out that one of the most important aspects of online teaching is the concept of ‘presence’ . Garrison (2003) provides a framework of presence in three major categories; these are social, cognitive, and instructor presence that overlaps with each other to form the central educational experience (Fig. 1). The Educational Experience are supported by three aspects: Supporting Discourse, which is the merging of of Cognitive and Social Presence; Selecting Content, which is the merging of of Cognitive and Teaching Presence (Structure/Process); and Setting Climate, which is the fusion of Social and Teaching Presence. 

Fig. 1

       Given that learning in an online environment requires a more self-directed way of learning in order to maximize outcomes, self-awareness of the instructor’s role becomes even more critical than traditional classroom settings. Four ways that an instructor can establish presence are: 1) Creating a two-minute welcome video to show and introduce the professor’s profile; 2) Posting a weekly announcement that accompanies with regular communication such as comments on discussion boards and/or upcoming assignments; 3) Give specific, personal feedbacks on assignments; 4) Feedback on Class Discussions. 

Joyner (2014) cites Anderson, Rourke, Garrison and Archer (2001) on teaching presence, which includes “the design, facilitation, and direction of cognitive process for the purpose of realizing educationally worthwhile learning outcomes” (p. 437). Three roles that are fulfilled both as a classroom and online teacher are, “(a) designer of an educationally worthwhile educational experience, (b) a facilitator of learning activities, and (c) a subject matter expert” (jones, 2011). She concluded that the instructor should post clear instructions regarding schedules, assignment expectations, due dates, demonstrate respect for the learning process, create quality content, provide supportive/corrective guidance through email rather than public posting, express belief that students will be successful in the online environment, respond specifically to student work, and share workable solutions. Further, students should be encouraged and valued, while being informed to participate in meaningful interactions after deep thoughts. In turn, the instructor should “address appropriate environmental responses” (Joyner, 2014, p. 438) to increase desired student learning outcomes. 

According to the constructivist theory, students bring to their environment “their unique knowledge, skills, attitudes, and beliefs” and build knowledge and meaning through interactions with each other (Joyner, 2014, p.438). In an online classroom, both individualist and social constructivism happens either through their direct experiences or collaboration with others (Almala, 2006).

Through classroom technology and assignments, connection can be achieved through online discussion, podcasts, and synchronous video meetings. The succinctness of the course homepage and weekly reading/audio/video materials, and the use of online journals also affects the degree of connectedness. Connection can also be achieved through students receiving quality and positive feedbacks. Lastly, the ability and creativity of an interactive course managed/designed by the instructor would also assist in coursework and student-instructor connection (Joyner, 2014, p. 442). 

In general, in an online environment, it is imperative for instructors/facilitators to be active participants that bring quality feedbacks. The instructor’s resourcefulness, familiarity, and creativity of the technology, accessibility outside classroom, and providing clarification to major course points are also a primal influence on providing a sense of presence and connection to the students' learning experience.



Joyner, A. Shiela. (2014). The importance of student-instructor connections in graduate level online courses. MERLOT Journal of Online Learning and Teaching, 10(3), 436-445.

Ladyshewsky, K. Richard. (2013). Instructor presence in online courses and student
Satisfaction. International Journal for the Scholarship of Teaching and Learning, 7(1). Article 13, 1-23.

Morrison, Debbie. (2012). Instructor presence in the online class – Key to learner success. Online Learning Insights.
Retrieved from 
https://onlinelearninginsights.wordpress.com/2012/05/18/instructor-presence-in-the-online-class-key-to-learner-success/