Framework for Creating Online Presence

Looking at the Framework for Creating Online Presence you see the Being There for the Online Learner model on the left. The model and framework help you become aware of and understand what is necessary to make presence happen online. The arrow running from the model to the instructor represents the instructor’s awareness of how presence occurs online. The arrow from the instructor to the determinants of presence represents the path the instructor takes to design the course with a sense of presence. The determinants of presence are the components of the design process that guide the instructor’s creation of presence in the online environment. The arrows from the determinants of presence to the model and from the model to the determinants of presence show the continuous action involved in using and revisiting the components of the framework.

Lets look at the determinants of presence more closely:

·  the type of content is determined by the course discipline; the focus of content is either process-based or content-based or a mix of both
·  the format may be self-paced, group-based, or a mix of both formats
·  strategies engage learners with the instructor, the content, and each other and can be instructor-led, logistical and instructional, cooperative, and/or collaborative
·  instructor roles are varied, depending on what needs to be accomplished and can include the role of instructional designer, lecturer, tutor, mentor, supporter, facilitator, catalyst, observer, and/or evaluator. In all cases, the instructor is also a learner, interacting with course participants and  engaging in course activities
·  the type of technology used in the online course can be asynchronous (time delay), synchronous (same time), or a blend of both (asynchronous and synchronous technologies offer different experiences and are used for specific reasons)
·  support is critical in the online environment. Learners need both instructional and technical support to function well. Support from the instructor provides psychological and emotional assistance; technical support helps learners overcome deficiencies in writing or lack of understanding about technology.


Next week, our: “Template for Managing Tasks and Prioritizing Time.”

References

Lehman, R. M. & Conceição, S. C. O. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. San Francisco: Jossey-Bass.

Conceição, S. C. O, Lehman, R. M. (2011). Managing Online Instructor Workload: Strategies for Finding Balance and Success. San Francisco: Jossey-Bass.