Creating a strong sense of presence in online learning is a dynamic and ongoing process. In Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners, Lehman and Conceição (2010) explore not only how presence can be designed into online courses but also how instructors can gather meaningful feedback about whether that presence is genuinely being felt.
Understanding presence from the learner’s perspective is key to improving online instruction. Here are some of the key approaches from the book, along with practical tips for implementing them.
1. Formal and Informal Evaluations
What it is: Use tools like surveys, reflection journals, course evaluations, and informal feedback to assess students' perceptions of presence.
Tips:
- Launch a mid-course check-in survey to identify areas where students feel connected—or disconnected.
- Include open-ended prompts like: "What helps you feel most connected in this course?" or "Where do you feel most ‘present’ or ‘seen’?"
- Review end-of-course evaluations with an eye for comments that reflect emotional or social connection (or lack thereof).
2. Observation of Engagement
What it is: Monitor participation patterns, discussion depth, and student tone in communications.
Tips:
- Use learning analytics to spot engagement trends. Are students logging in regularly? Are discussion posts thoughtful or surface-level?
- Watch for signs of emotional tone in messages—excitement, frustration, confusion—and follow up with supportive outreach.
- Track the consistency of contributions in forums, peer feedback, or group work as a measure of involvement and presence.
3. Student Reflection Activities
What it is: Ask students to actively reflect on their experiences in the course to surface their sense of connection.
Tips:
- Incorporate reflective prompts such as: "Describe a moment in this course when you felt most connected to your peers or instructor."
- Use a short reflection at the end of each module to gauge evolving impressions of presence.
- Make reflections low stakes to encourage honesty and openness.
4. Instructor Self-Reflection
What it is: Instructors reflect on their teaching behaviors and student interactions to evaluate their presence.
Tips:
- Keep a teaching journal to record observations after each module or live session.
- Ask yourself: Did I make space for student voices this week? Did I provide timely feedback? Did I humanize the learning experience?
- Seek peer feedback or mentoring to get an outside perspective on your teaching presence.
5. Peer or External Review
What it is: Have a colleague or instructional designer review your course with presence in mind.
Tips:
- Provide a checklist based on the book’s framework: Are there clear touchpoints with students? Is the instructor “visible” in multiple ways?
- Request feedback on tone, accessibility, and opportunities for interaction.
- Use this process as a developmental tool rather than a performance judgment.
Gathering presence information isn’t just about collecting data—it’s about listening deeply to the online learner’s experience. By combining reflection, observation, feedback, and review, educators can adapt and evolve their practices to ensure students feel genuinely seen, heard, and supported in digital spaces.
Presence doesn’t happen by accident. It’s discovered through dialogue—and designed with intention.
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.
