In the evolving landscape of online education, creating a genuine sense of presence is essential for fostering meaningful learning experiences. Lehman and Conceição (2010), in their book Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners, introduce the "Being There for the Online Learner Model," a comprehensive framework designed to enhance this sense of presence in virtual classrooms.
Understanding the "Being There" Model
The "Being There" model is structured around concentric circles, each representing different dimensions that contribute to a learner's sense of presence:
- Learner's Inner World: At the core lie the learner's internal experiences—thoughts, emotions, and behaviors—that shape their engagement with the online environment.
- Types of Experience: Encircling the inner world are four experiential categories:
- Objective: Direct interactions with course content.
- Environmental: The technological and physical settings influencing learning.
- Social: Interactions with peers and instructors.
- Subjective: Personal reflections and interpretations of the learning journey.
- Modes of Presence: The subsequent layer encompasses four modes that facilitate a sense of being present:
- Immersion: Deep engagement with the learning material.
- Realism: Authenticity of the learning experiences.
- Involvement: Active participation in learning activities.
- Suspension of Disbelief: Willingness to engage with the learning environment as if it were a physical space.
- External Factors: The outermost circle represents external elements that influence presence, such as course design, instructional strategies, and technological tools.
Implementing the Model in Online Teaching
To effectively apply the "Being There" model, educators can adopt the following strategies:
- Personalize Learning Experiences: Acknowledge and address learners' diverse inner worlds by incorporating activities that cater to various learning styles and preferences.
- Create Authentic Interactions: Foster social experiences through collaborative projects and discussions promoting genuine student connections.
- Design Immersive Content: Utilize multimedia resources and interactive elements to enhance immersion and realism in course materials.
- Encourage Reflective Practice: Incorporate reflective assignments that allow learners to connect subjective experiences with course content, deepening their understanding.
The "Being There for the Online Learner Model" offers a holistic approach to cultivating presence in online education. By understanding and integrating its components, educators can create enriching virtual environments that resonate with learners, leading to more effective and engaging educational experiences.
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.
