Design with Presence: Applying the Framework for Online Learning

 

Creating a strong sense of presence in online education is essential to bridge the virtual gap between instructors and learners. Lehman and Conceição (2010), in their book Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners, introduce a comprehensive framework for fostering this presence within online courses.​

 

Understanding the Framework for Designing Online Courses with a Sense of Presence

Lehman and Conceição's (2010) framework is built upon several key determinants that collectively enhance the feeling of presence in virtual learning environments. These determinants include:​

1. Type and Focus of Content: Align course materials with learners' needs and ensure relevant and engaging content.​
2. Format of the Learning Experience: Design the course structure to promote interaction, whether through synchronous sessions, asynchronous discussions, or a blend of both.​
3. Interactive Strategies: Implement activities encouraging collaboration, such as group projects, peer reviews, and interactive discussions.​
4. Role of the Instructor: Maintain an active and visible presence by providing timely feedback, facilitating discussions, and being accessible to students.​
5. Types of Technology: Utilize tools and platforms that support interactive and immersive experiences, enhancing learning.​
6. Support Provided: Offer resources and assistance to help students navigate the online environment effectively, address technical issues, and provide academic support.​

 

Practical Application of the Framework

To illustrate the application of this framework, consider the following strategies:​

• Before the Course Begins: Send a personalized welcome message to students, introducing yourself and outlining the course objectives. This initial communication sets a tone of approachability and openness.​
• During the Course: Incorporate regular interactive elements such as live Q&A sessions, discussion forums, and collaborative assignments to keep students engaged and foster community.​
• At the End of the Course: Provide a reflective activity where students can share their learning experiences and feedback, reinforcing their sense of contribution and presence within the course.​

By thoughtfully integrating these determinants into course design, educators can create online learning environments that convey information and build a strong sense of presence. This approach leads to more engaging, interactive, and effective educational experiences for distance learners.

 

Reference

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

Types of Course Tasks and Using a Design Framework

 

Becoming aware of the tasks that instructors need to accomplish when teaching online is the critical first step in designing an online course. In doing this, instructors can better plan, prioritize, and manage their course workload. The course tasks that we’ve identified in our book, Managing Online Instructor Workload: Strategies for Finding Balance and Success can be grouped into four types:

1.    Design

2.    Administrative

3.    Facilitative

4.    Evaluative

Once the tasks are identified, we suggest you use an instructional design process for a systematic approach. Using this process, you will be able to take into consideration the multi-faceted components of your course and create a blueprint for the teaching and learning experience.

The next step is to select a model or framework for developing your course. The framework we’ve developed, “Framework for Designing Online Courses With a Sense of Presence,” can assist you in identifying the multiple components of your online course, planning and designing prior to course delivery, managing the instructional process to ensure the desired learning outcomes, and integrating a “sense of presence.” When you've completed this, we suggest using a template to help you manage your tasks and prioritize your time. 

References

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