Teaching Presence in a Higher Education Asynchronous Online Classroom

With the evolution of online learning environments and the increasing number of online student enrollment, faculty must be cognizant and reflect on the practices and structure used in their online classes regarding learner interactions and their teaching presence [1, 2]. On account of the COVID-19 pandemic, many higher education institutions began offering online courses and degree programs [3]. Additionally, the number of learners taking higher ed online courses has risen at a steady rate, making online teaching practices and effectiveness an important topic of interest in e-learning [4].

Online teaching/learning and e-learning are when the learner is at a distance from the instructor, while online teaching presence is a practice where faculty use tools that create a safe place for students to engage in an online classroom format. The Community of Inquiry (CoI) framework provides a theoretical foundation and constructivist approach in the development of an online learning community and establishing faculty presence in the asynchronous online classroom. Making CoI critical for supporting meaningful and worthwhile learning outcomes.

Definition of Terms

Online learning is when faculty and students use technology to send and receive information, access class materials, locate resources, and obtain support [3] within one’s learning management system (LMS) to teach and learn. E-learning, like online learning, is where learning takes place through the use of electronic devices and digital tools and takes place at a distance. Thus, the terms e-learning and online learning are used synonymously throughout. Synchronous online learning is where learners log into their online classroom at a certain time each week to participate in a real-time live lecture. Asynchronous learning is where learners log into their online classrooms at their own pace and time when they are available to participate. Because synchronous learning involves a live lecture from the instructor or facilitator, teaching presence is already apparent. Therefore, the asynchronous learning platform will be the focus of this article.

Theoretical Foundation

The CoI framework has been widely used when discussing e-learning and distance education to enhance the educational experience among learners. CoI consists of three elements: cognitive presence, social presence, and teaching presence [5, 6]. Cognitive presence of online learners refers to how learners can make meaning from the information being taught and the ability to apply the information and knowledge being learned to situations to solve problems [4]. Social presence is a line of communication where faculty can assist in initiating student-teacher and student-student interaction [3]. Teaching presence in online higher education courses involves the roles, responsibilities, learning environment, and instruction faculty are responsible for [4, 7]. While there is still much to be discovered about the methodologies best to support teaching presence in an online classroom, much of what makes a faculty member present includes design, organization, facilitation, and instruction to learners [4]. Methods to increase faculty presence can include, but are not limited to, creating videos to incorporate throughout a course where students can see and hear the instructor, creating and sharing a personalized website with extra facilitation tools, and providing timely feedback on student deliverables that are all, or a combination of audio, visual, and text. To support a CoI, faculty who are perceived to be present in their courses can more effectively influence the cognitive and social presence of online learners [4]. Thus, the teaching presence of faculty in the online classroom has a direct correlation to student learning and academic outcomes.

Effective Use of LMS

While flexible and convenient, asynchronous online learning environments can exhibit unique challenges for learners, including isolation and social and emotional disconnect from other learners in a course [4]. However, the use of an LMS in an asynchronous learning system enables a learner to have time to reflect on their learning and complete the deliverables that are due at their leisure [8]. An LMS provides an effective method of online teaching where faculty can remain present in an asynchronous learning system [8]. Effective use of an LMS enables student learning, collaboration, engagement, and discussion. Additionally, the use of time and design faculty use in their approach to online teaching with an LMS is important to the condition in which learners have a better chance to learn [3]. Faculty who are savvy with their LMS and can use the tools within their LMS to exemplify their presence in the online classroom can influence learning outcomes. Teaching presence plays a significant role in maintaining a CoI [9] in asynchronous online classrooms. Conversely, faculty who are not able to utilize their LMS effectively to frequently communicate in discussion and answer questions or integrate timely resources into the online classroom may find it difficult to engage and may seem not present to learners.

Organization and Communication

The approach faculty take into consideration when organizing and communicating in the online classroom is vital to student interaction, engagement, and learning throughout a course. Effective use of an LMS can include aspects of organization of information [4] and consistency of resource placement in the online classroom. For example, knowing where to locate tools, information, and extra resources for a current topic or objective can alleviate unknowns and reduce student questions. Faculty effectively using an LMS can also aid in developing an online learning community. By maintaining presence in the online classroom, faculty can foster student engagement—responding to student questions, providing feedback on deliverables, and engaging in the class discussion frequently and in a timely manner [9]. Other example is using netiquette to exemplify communication and tone that can either help or hinder communication among learners in the class. Miscommunication in an online environment can be intensified in an online environment between teachers and students because of the lack of verbal cues [10]. If faculty communication to students when in the LMS is short, petulant, or negative in any light, the tone can spread throughout the course between student-student and student-faculty engagement. This can also be associated with any learner who is negative in their communication approach in the LMS online classroom; it is a faculty member's obligation to address this type of communication with a student to ensure the tone of communication throughout the course remains positive and professional. Conversely, if faculty communication is positive, constructive, and open, it creates an encouraging learning environment where learners feel safe to reach out and collaborate.

Further, being personable, relatable, and sharing personal experiences with learners can aid in creating a trustworthy place where learners can have a sense of community and feel comfortable sharing, asking questions, and making mistakes, which are important aspects of being a successful learner. Finally, consider the timeliness when responding to student questions posed in the LMS. Learner questions that are addressed quickly from when they are asked will prove that a faculty member is present, ready, and willing to help facilitate their learning. The methods and tools faculty use to be present in their courses within an LMS online classroom remain crucial to connecting learners not only to faculty but to the other learners in the course, creating a sense of inquiry and community in the online classroom [9].

Personalize with Technology

Technological advancements provide faculty with an array of tools to use to facilitate learning in the online classroom using their LMS. One specific method faculty can use to increase teaching presence is to personalize their classroom using technology and Web 2.0 tools. Web 2.0 tools can encourage collaboration, student participation, and communication between faculty and students in an online classroom [11]. While artificial intelligence (AI) solutions specifically can be used to aid in personalizing feedback, it alone does not engage the student to create teacher presence, connection, and community. Online learners were shown to perform better on learning objectives when they spent more time looking at the instructor compared to an image or text on the screen [12]. However, AI could be used in conjunction with other technology to connect the social presence of the teacher to the student.

Technology Tools

Using tools where students can engage and interact with each other and faculty include, but are not limited to, Loom, Canva, and ScreenPal; other Web 2.0 tools such as LiveBinders and Zoom as well as AI resources such as ChatGPT and Education Copilot could also be used in conjunction with online technologies to enhance the teaching presence. These types of technological tools can aid in faculty strengthening their presence within the online classroom. Faculty who are predictable, timely, and have ongoing presence in the classroom can aid in collaboration, communication, presence, and create a meaningful learner experience. The technologies listed in Table 1 are not an all-inclusive list; many different technologies can be used and found through a Google search.  

Table 1. Technology tools for teaching presence

While technological tools can increase teaching presence in the asynchronous online classroom, faculty must be supported technologically and have the capability and knowledge to use these tools effectively in their classrooms. Possible barriers faculty may face, which may keep them from using additional technological tools in their classrooms, include lack of time, skill, knowledge, campus IT support staff, training on various tools, and doubts about the teaching and learning effectiveness it will provide in their courses [13]. Universities that can provide timely training, support, and relevant examples can assist faculty to confidently begin using different technologies in their online courses to increase their teaching presence.

Conclusion

Various methods and tools can be used by faculty to increase their teaching presence in the asynchronous online classroom; thus, learners may have an increased chance for the development of a learning community, increased cognitive and social engagement, and overall student satisfaction. The development of these factors associated with the CoI and teaching presence in an online classroom can be critical to the overall success and student course/degree completion. The incorporation of different teaching technologies and Web 2.0 tools in combination with AI tools in the online classroom supports the CoI framework, increasing faculty teaching presence in the online classroom.  However, faculty must not only be able to create the content using these tools, including needing IT support, but they must also be able to successfully integrate them into their LMS classroom for student use. Finally, setting the tone of communication within the online classroom to remain positive and professional can enhance the overall learning environment and create a trustworthy place for learners to collaborate, connect, and have community at a distance.

References

About the Author

Dr. Nicole Denniston is an online faculty member with more than 14 years of experience at Grand Canyon University. Her research focuses on faculty teaching in higher education, with an emphasis on teaching presence, faculty well-being, and recovery from work. In addition to publishing on these topics, Denniston serves as a peer reviewer for several academic journals. She holds a Ph.D. from Grand Canyon University and is committed to ongoing scholarship in the field.