Why is Presence So Important?

 

We are basically social by nature and when that social aspect is absent, we crave it and look for ways to accommodate absence and create presence. This social nature is deeply embedded in our perceptual process when interacting with others, not only in the real world, but also in the online environment. It is through the perceptual process that we interact with information and others within the online environment and require others to relate to us and work with us - this happens at the behavioral level.

Individually, each of us needs to make sense of information for our use, for sharing, and for further interacting with others. This refines and expands our knowledge. Individually, we search for appropriate resources to challenge, support, and enhance our experiences. We then re-examine the entire process by refining what we have integrated, and then circle back to repeat the process - this happens at the cognitive and emotional levels. We continuously go through this process in the online environment from an individual point of view; in other words, perceptually (Lehman, 1996; 2006). Because this process occurs at the subconscious level (Noe, 2005), it is difficult to notice when it is happening.

When thought, emotion, and behavior work together in our real world experiences, we believe that we have created a successful perceptual experience and a sense of presence. Often, we do not realize what happens when we are, for example, assigned to a small group in a face-to-face class (the environment); interacting with group members (with emotion); and focusing, following, and completing the group assignment (with thought, based on group behavior). This perceptual experience parallels the online learning experience, with the exception that in the online learning experience the instructor and learners are not in the same physical space. It is, therefore, necessary to intentionally rethink and redesign the course, incorporating the dynamic interplay of thought, emotion, and behavior to influence the perceptual process and create a sense of presence within the online environment.

References

Lehman, R. M. (1996). The essential videoconferencing guide: Seven keys to success. Instructional Communications Systems.

Lehman, R. (2006). The role of emotion in creating instructor and learner presence in the distance education experience. Journal of Cognitive Affective Learning, spring/summer issue. Available at www.jcal.emory.edu.

Noe, A. (2005). Action in perception. Cambridge. MIT Press.

The Concept of Presence in the Literature

In Kehrwald’s (2008) study, social presence is defined as the ability to demonstrate being in the online environment. This ability to be social in a virtual space is impacted by immediacy, awareness, and a willingness to engage in communication and interaction (Gunawardena & Zittle, 1997). Tu and McIsaac (2002) have found that online context can also positively influence social presence when it is stimulating, expressive, carries feelings and emotions, and is significant, and implicit.

Projecting oneself onto an online group and identifying with that group can effectively influence online learning by creating a comfortable environment. Learners who perceive high social presence during online exchanges also think that they learn more by benefiting from the ideas of others (Caspi & Blau 2008). Learners need to be introduced to this notion of online community building, knowledge construction as a group, and ways of being present during online discussions.

Gunawardena (1995) has added the importance of online learner context, noting that the offline context where participants learn and their relationships within that context have an effect on the online learning experience. Lehman (2006) expands on this research of online social presence, community, and learner context by suggesting the creation of an environment that considers the perceptual nature of the learner, a perceptual systems approach. This approach considers learners as perceivers, who bring their individual knowledge, skills, attitudes, preferences, and diverse backgrounds to the online learning experience. From this perspective, learners are active perceivers, rather than passive receivers during the online learning experience. 

 

References

Caspi, A., & Blau, I. (2008). Social presence in online discussion groups: Testing three conceptions and their relations to perceived learning. Social Psychological Education, 11(3), 323–346.

Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2/3), 147–156.

Gunawardena, C., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education, 11(1), 8–26.

Kehrwald, B. A. (2008). Understanding social presence in text-based online learning environments. Distance Education, 29(1), 89–106.

Lehman, R. (2006). The role of emotion in creating instructor and learner presence in the distance education experience. Journal of Cognitive Affective Learning (JCAL), spring/summer issue. Available at www.jcal.emory.edu.

Tu, C., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. American Journal of Distance Education, 16(3), 131–150.

 

Creating a Sense of Presence

 

Creating a sense of online presence enhances instructor-learner and learner-learner relationships. Our definition of online presence is "being there" and "being together" before, during, and at the end of the online experience. Since presence is not a thing but a process, it has a "look" and "feel." Presence looks and feels as though the instructor has placed the learner at the center of the course development and created the course for the learner. It looks and feels as though the instructor is accessible to the learners, the learners are accessible to the instructor and other learners, and the technology is transparent to the learning process.

 

Online presence is created through developing awareness, understanding, involvement through experience, and intentional planning and design throughout the course. Presence helps to break down feelings of isolation, involves participants in the learning process, brings learners together in a virtual community, and is key to learner retention.  

Online presence is more than engagement and includes the dynamic interplay of thought, emotion, and behavior as instructor and learners consciously and unconsciously experience both the real world and the online environment.

Why is it important to understand presence when creating and designing online courses?

 

As the Internet evolves in an informal social direction (Internet-based social networking tools), it points to the importance of creating a sense of presence in the more formal setting of teaching and learning online. Understanding presence and how to create and design presence for online courses is “key.”

There is a difference between creating informal social presence for Facebook, Twitter, and other social media and creating presence for online courses. In the more informal setting, we create presence spontaneously. In the more formal setting of online courses, we need to make a concerted effort to be aware of the intentions of others and their thoughts, emotions, and behaviors. We need to use a systematic approach and “intentionally design.” 

Research on co-presence and social interaction

Our interest in the concept of presence is particularly focused on the online environment. However. we are open to perspectives from different fields such as sociology, anthropology, and psychology, among others. In one of our presentations, a colleague mentioned the work of Erving Goffman. Goffman's work centers on social interactions and the meaning of co-presence in the face-to-face world.  His work explores the social organization of gathering and the presentation of self in everyday life. These concepts relate to our work on creating online presence. In the online environment, "being there" and "being together with others" is based on co-presence when individuals are interacting with each other.  We are only beginning to learn about Goffman's work and would like to explore more his concepts of co-presence and social interaction, and how they relate to the online environment. Our blog is open for anyone to chime in about this topic.

 

Goffman, E. (2021). The presentation of self in everyday life. Anchor.

Does teaching online benefit face-to-face teaching?

From our own experience and the experience of instructors who we have worked with, we have learned that the instructors often bring the online teaching skills back into the face-to-face classroom. Why does it happen? Because while designing online instruction, they had to think in detail about their own teaching strategies and techniques, philosophy, and relationship with the learners. They also realized how important it is to intentionally plan for interaction. In other words, instructors start thinking about face-to-face presence from a different perspective. 

Does presence mean being constantly online?

 

This is what people usually think. They feel that teaching online they need to be connected 24/7. This need not be the case. It all depends on how the instructor designs and manages the course. Many elements of the course can determine presence such as type and focus of the content, the course format (group-based, self-paced, or a mix), the interactive strategies, the instructor's role, the technology used, and the support (instructional and technical) provided for the learners. How you manage these course elements as part of your task as an instructor will affect how much time you spend online.

Role of Instructor’s Presence in an Online Course

 

What is the role of instructor's presence in an online course? 

Depending on how the course is designed, the role of the instructor may span from facilitator to catalyst, observer, mentor, or evaluator among others. These roles are dynamic and can be carried out as you see the need. For example, in the beginning of the course, you may take the role of a facilitator to assist students in processing their learning. While towards the end of the course, you may take the roles of observer and evaluator as participants become more independent and complete final course assignments.

Multiple Tool Options for Creating Presence

 

How does using multiple tools (Facebook, LMS, blog, twitter) affect the sense of presence? Is it better to use fewer or more? 

Different tools are used for different purposes. For example, the social media tools such as blog, Twitter, and Facebook, can be used for creating social presence in a public and open environment. The Learning Management System (LMS) is a close environment where you place the elements of your course in a structured way that makes it easy to manage. Before selecting a tool, it is important to keep in mind the purpose for using it. You may use Twitter for sending short weekly course announcements. You may use a blog for journaling or sharing information that require comments. We have heard that often students continue communicating in Facebook after a course or program is over as a way to continue to feel present with each other.

Impact of Technology in Our Lives

 

Today there are many benefits of the use of technology in our lives. There are also limitations. Our concern is how these limitations can impact our learning and our every day’s lives. When a new technology is created, we usually have a very specific use in mind. But as technology evolves and we take advantage of its potential, we also need to consider its limitations. Technology can become more than we had initially thought it would be. For example, a cell phone was originally developed to be used as a mobile phone. Today, a cell phone does almost anything -- we can use it as a camera, email device, calculator, or GPS system; we can use it to access the Internet and the latest news through alerts; and so on.  

One of the limitations of technology is that as individuals, we tend to behave differently when using it. For instance, people tend to reveal things about themselves that they would not reveal if they were in a normal real-life situation. This type of behavior has been evident in television interviews and sharing information on social networking sites such as Facebook or YouTube. We are puzzled about why people behave this way because the impact in our lives can be detrimental when using technology without being aware of its consequences. This lack of awareness is because the technology is elusive. 

• How can people become more aware of ways in which technology impacts their behavior? 
• How can people put this awareness into practice? 
• How can this practice benefit people's lives?

Framework for Designing Online Courses with a Sense of Presence

Designing an online course with a sense of presence requires understanding of the multifaceted concept of presence. For presence to be integrated into the design of an online course, it is important to understand the “Being There for the Online Learner” model, which was addressed in another episode, and use a framework for designing online courses with a sense of presence. This episode unpacks the Framework for Designing Online Courses with a Sense of Presence. 

• How do you design your online courses to create a sense of presence?
• What role(s) do you take when teaching online courses? 
• What type of instructor presence do you incorporate into your online course design?

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Conversations about Online Teaching and Learning Episode 12 Transcript

Ways in Which Presence Can Be Experienced

 

Presence is complex and elusive, and not easy to understand. We developed the “Being There for the Online Learner” model to make presence more concrete. The model is based on the perceptual systems and takes into consideration the dimensions of the learner, the types of experience, and the modes of presence. This episode focuses on the model and ways in which presence can be experienced in the online environment. Join in the virtual discussion and share your experiences with creating presence in your online courses.

Based on the book, Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners.

• What objective experiences do you include in your online courses?
• What subjective experiences do you include in your online courses?
• How do you engage your learners in your online courses to create a sense of presence?

 

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 Conversations about Online Teaching and Learning Episode 11 Transcript

Creating Presence from the Traditional to the Virtual

There is a difference in the way we create a sense of presence in the traditional face-to-face classroom compared to the virtual classroom. In this episode, Rosemary Lehman and Simone Conceição examine these differences and the distinguishing factors: space, time, boundaries, teaching, level of interaction, level of course planning, and cognitive and affective teaching effort.

Based on the book, Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners.

• What are the challenges you face when creating presence in the virtual world? 
• How do you create a sense of presence in your online courses as compared to the traditional classroom?

 

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Conversations about Online Teaching and Learning Episode 10 Transcript

The Role of Presence in the Online Environment

As digital technologies evolve, it points to the need to create a sense of presence as we teach and learn online. When there is a sense of presence in online teaching and learning, it can greatly enhance the instructor-learner relationship. This episode focuses on the role of presence in the online environment.  

Based on the book, Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners.

• How do you define presence in the online environment?

• How do you know that you have created a sense of presence in your online course?

• How has your instructor-learner relationship changed as you incorporated a sense of presence in your online course?

 

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Conversations about Online Teaching and Learning Episode 9 Transcript

Four Approaches for Maintaining Life Balance When Teaching Online Courses

Personal satisfaction, control over the environment, and ability to function in the everyday tasks of living are all characteristics of quality of life. Teaching online should not interfere with one’s capability to maintain a normal and balanced life. In this episode, Simone Conceição and Rosemary Lehman share approaches for maintaining life balance when teaching online courses. 

Based on the book, Managing Online Instructor Workload: Strategies for Finding Balance and Success.

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 Conversations about Online Teaching and Learning Episode 8 Transcript

Strategies for Managing Tasks and Prioritizing Time

 

Instructor workload depends on the type of course and tasks accomplished when teaching online. In this episode, Simone Conceição and Rosemary Lehman provide strategies for managing tasks and prioritizing time while teaching online. They offer a template for instructor to identify tasks and time spent on the online course. 

Based on the book, Managing Online Instructor Workload: Strategies for Finding Balance and Success.

Template for Managing Tasks and Prioritizing Time

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Conversations about Online Teaching and Learning Episode 7 Transcript

 

Four Tasks That Affect Your Workload While Teaching Online

  

Instructor workload depends on the types of tasks accomplished when teaching online. Identifying these tasks allows instructors to plan, prioritize, and manage their workload. These tasks are carried out before, during, and at the end of a course. In this episode, Simone Conceição and Rosemary Lehman share four types of tasks to consider when managing workload while teaching online: (1) design, (2) administrative, and (3) facilitative, and (4) evaluative.

Based on the book, Managing Online Instructor Workload: Strategies for Finding Balance and Success.

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Conversations about Online Teaching and Learning Episode 6 Transcript

Four Strategies for Managing Online Teaching Workload

 

The view that instructors can take their face-to-face courses and transfer them to the online environment can be misleading. Designing, delivering, and evaluating online instruction demands a distinctive type of management when compared to face-to-face instruction. In this episode, Simone Conceição and Rosemary Lehman share four strategies for managing workload while teaching online: (1) design strategies, (2) support strategies, and (3) teaching strategies, (4) time allocation strategies.
 
Based on the book, Managing Online Instructor Workload: Strategies for Finding Balance and Success.

 

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Conversations about Online Teaching and Learning Episode 5 Transcript

 

Three Support Strategies for Retaining Online Students

 

 

A network of support that includes instructors, family, and friends; the institutional support systems; and personal self-care support can impact student success in the online environment. In this episode, Rosemary Lehman and Simone Conceição share three support strategies for retaining online students: (1) instructional strategies, (2) institutional strategies, and (3) self-care strategies.
 

Based on the book, Motivating and Retaining Online Students: Research-Based Strategies That Work.

 

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Conversations about Online Teaching and Learning Episode 4 Transcript

Three Design Strategies for Retaining Online Students

 

This episode focuses on design strategies to retain online students. In this episode, Rosemary Lehman and Simone Conceição offer a few tips on how to create an engaging online course. These tips relate to three design elements that require preplanning: (1) creating the learning environment, (2) planning for the teaching process, and (3) predicting learners’ needs.
 
Based on the book, Motivating and Retaining Online Students: Research-Based Strategies That Work.

 

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 Conversations about Online Teaching and Learning Episode 3 Transcript