Be Present, Not Overwhelmed: Communication Strategies That Work

Staying connected with students is critical to their motivation and retention. However, constant communication can become overwhelming for faculty if not managed strategically. Conceição and Lehman (2011) encourage faculty to think of presence as a blend of automation, routine, and personalization.

 

Start by establishing communication expectations early. Create a communication plan that outlines when students can expect responses, where to post questions, and how announcements will be shared. This avoids daily surprises and repeated questions. Faculty can then stick to scheduled windows for checking emails or discussion boards, rather than being pulled into constant interruptions.

 

Use automated communication tools whenever possible. Most LMS platforms allow faculty to schedule weekly announcements, assignment reminders, or personalized feedback releases. These tools help maintain consistent contact with students without daily effort.

 

Creating a bank of reusable responses to common student questions also saves time. This can include templates for syllabus questions, tech support issues, or assignment clarifications. For more individualized support, faculty can schedule short virtual office hours or use audio/video messages to communicate more efficiently.

 

Faculty Tip: Use technology to support your presence, not replace it. Scheduled and thoughtful messages can go a long way in building trust and reducing your daily communication load.

 

 

Reference

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

Design Smart, Not Hard: Course Structure That Saves Time

 

One of the best ways for faculty to manage their workload in online teaching is through intentional course design. In Managing Online Instructor Workload: Strategies for Finding Balance and Success, Conceição and Lehman (2011) emphasize that clearly structured and well-organized courses reduce students' confusion and significantly cut down on time spent clarifying expectations.

 

A modular course format is key. Students know what to expect when you structure each week or module with a consistent rhythm, such as an overview, a reading, a discussion, and an assignment. This predictability means fewer emails, fewer late submissions, and fewer grading errors. It also helps students build autonomy, which supports retention and reduces reliance on faculty for routine guidance.

 

Automation is another smart design element. Learning management systems (LMS) offer tools to pre-schedule announcements, release content by date, and automate reminders. This allows instructors to frontload effort at the beginning of the semester rather than scrambling weekly. Creating templates for assignments and discussion prompts also saves time and improves your course professionally.

 

Faculty should also consider reusability when designing. Use content that can serve multiple terms or can be updated easily. For example, recording short videos that explain core concepts can be reused with minor edits, and templates for syllabi, rubrics, and grading feedback can streamline preparation.

 

Faculty Tip: Design with the future in mind. A course that runs smoothly now will run even more efficiently in subsequent semesters.

 

Reference

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

 

Approaches for Gathering Information on Presence in Online Learning or Sensing Presence: Practical Ways to Gather Feedback in Online Courses

 

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.

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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).

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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.

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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.

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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.

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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.

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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.

Fostering Connection in Online Education: Exploring the "Being There" Model

 

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:​

1. 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.​
2. 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.​
3. 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.​
4. 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.

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.