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Cited by 217Online and Blended LearningCommunication in Education and HealthcareVisual and Cognitive Learning Processes

The DOI matches its Crossref record; 54 of the 57 references it cites were found in a registry or an index.

Conceptualizing and investigating instructor presence in online learning environments

Open access
Richardson, Jennifer C, Koehler, Adrie A., Besser, Erin D., Caskurlu, Secil, Lim, JiEun, Mueller, Chad M.·2015·The International Review of Research in Open and Distributed Learning
DOI 10.19173/irrodl.v16i3.2123
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Abstract

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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Research works printed but not linked: 3

  1. Akyol, Z. (2009). Examining teaching presence, social presence, cognitive presence, satisfaction and learning in online and blended course contexts (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  2. Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teacher presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
  3. Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. MERLOT Journal of Online Learning and Teaching, 6(4), 767-779.

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Metadata

Authors
Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., & Mueller, C. M.
Affiliations
Purdue University West Lafayette (US)
ORCID
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)
DOI
10.19173/irrodl.v16i3.2123
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
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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