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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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“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
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Self-citation
Metadata
- 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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