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.