Conceptualizing and investigating instructor presence in online learning environments
Open accessAbstract
As online learning opportunities continue to grow it is important to continually consider instructor practices. Using case study methodology this study conceptualizes instructor presence, the intersection of social and teaching presence as defined within the Community of Inquiry literature, and is based in the implementation phase of online courses which is important to note since instructors often teach courses they did not design or develop. The investigation of the instructor presence behaviors of 12 online instructors and the emerging profiles of instructor presence provide a gateway to strategies for online instructors and offer a window into the ways instructional presence elements work together while providing insights into how to make the best use of online instructor time. In practical terms, the profiling method provides a useful way for practitioners to improve their own experiences.
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Instructors in asynchronous courses may grapple with fostering a sense of community due to the absence of real-time student engagement with peers and instructors.
“Additionally, instructors in asynchronous courses may grapple with the task of fostering a sense of community due to the absence of real-time student engagement with peers and instructors (Garrison et al., 2003;Richardson et al., 2015).”
From Online Student Performance Under Synchronous and Asynchronous Instruction in California Community Colleges (2026) · cites this paper as Richardson et al., 2015
The Introduction reports that online students feel disconnected from peers and instructors and miss real-time feedback; the Discussion says the study offers instructors guidance on increasing a course’s sense of community. The paper does not specifically attribute that difficulty to an absence of real-time engagement in asynchronous courses, as the citing sentence does. The indexed passages provide section labels but no page numbers. (LLM, conf=0.84)
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Self-citation
- Authors
- Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., & Mueller, C. M.
- Affiliations
- Purdue University West Lafayette (US)
- Venue
- The International Review of Research in Open and Distributed Learning
- Publisher
- Athabasca University Press
- Published
- 2015-06-19
- Volume
- 16
- Issue
- 3
- ISSN
- 1492-3831 (ISSN-L)
- OpenAlex
- W2152310991
- Cited by
- 217
- References
- 57
- Citations by year
- 2026: 6 · 2025: 15 · 2024: 28 · 2023: 27 · 2022: 30 · 2021: 32 · 2020: 21 · 2019: 20 · 2018: 17 · 2017: 12 · 2016: 8 · 2015: 1
- FWCI
- 63.31
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- The International Review of Research in Open and Distributed Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Érudit (Université de Montréal) (submittedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- teacher presence, online learning, social presence, teaching presence, community of inquiry
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