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.

Being There from Afar: Cultivating Presence in Online Teaching

 

In the rapidly evolving landscape of online education, fostering a genuine sense of presence is paramount to creating engaging and compelling learning experiences. The book Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners by Rosemary M. Lehman and Simone C. O. Conceição offers invaluable insights into achieving this goal.​

 

Understanding Presence in Online Learning

Lehman and Conceição (2010) delve into the multifaceted concept of presence, emphasizing its social, psychological, and emotional dimensions. They argue that a strong sense of presence bridges the physical gap inherent in distance education and enhances student engagement and satisfaction.​

 

Practical Strategies for Educators

The authors present the "Being There for the Online Learner Model," a comprehensive framework designed to help educators cultivate presence in their virtual classrooms. Key strategies include:​

• Intentional Course Design: Crafting interactive and learner-centered courses, ensuring that content and activities promote active engagement.​
• Effective Communication: Utilizing diverse communication tools to maintain regular and meaningful student interactions, fostering a supportive learning environment.​
• Community Building: Encouraging collaboration through group projects and discussion forums to create a sense of community among learners.​

 

Complementary Insights from the Field

The blog "Conversations about Online Teaching and Learning" echoes these principles, particularly in its discussion on retention strategies for at-risk online learners. It highlights the importance of early identification and personalized interventions, such as tailored outreach and flexible learning options, to support student success. Moreover, the blog emphasizes the need for clear course structures and the cultivation of a community to mitigate feelings of isolation among online learners.​

 

Creating a Sense of Presence in Online Teaching serves as a vital resource for educators aiming to enhance their online teaching practices. By implementing the strategies outlined by Lehman and Conceição (2010) and integrating insights from ongoing conversations in the field, instructors can create immersive and supportive online learning environments that promote student engagement and retention.​

 

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.

Retention Strategies for At-Risk Online Learners

 

 

Retention rates in online education are a significant concern for institutions and educators. Many online students, particularly those considered “at-risk,” face unique challenges that can hinder their success, leading to higher dropout rates than traditional learners. At-risk students may struggle with time management, technical difficulties, a lack of support, or simply feeling isolated in the virtual classroom. Fortunately, research offers strategies for identifying at-risk students early and providing targeted support to keep them engaged and on track. This post will explore evidence-based strategies for improving retention rates among at-risk online learners.

 

Who Are At-Risk Online Learners?

At-risk students are often characterized by several factors that make them more likely to disengage or drop out of online courses. These factors include:

• Limited time availability due to work, family, or other responsibilities.
• Inconsistent access to technology or reliable internet.
• Low self-efficacy or confidence in their academic abilities.
• Lack of academic preparation or prior experience with online learning.
• Isolation or a lack of community and support in the virtual classroom.
• External stressors include financial challenges, health issues, or personal responsibilities.

 

These students may not ask for help directly, which makes early identification and intervention crucial for improving retention.

 

Research-Based Strategies for Supporting At-Risk Students

1.    Early Identification and Data Analytics

One of the most effective ways to support at-risk students is to identify them early. Learning management systems (LMS) can provide valuable data that helps flag students falling behind. For instance, tracking engagement metrics like login frequency, assignment submissions, and discussion participation can help identify students disengaging from the course. Predictive analytics tools can analyze student data to identify at-risk learners early in the course. This allows instructors to proactively reach out to struggling students, offering help before they fall too far behind.

 

2.    Personalized Interventions

Once at-risk students are identified, personalized interventions can significantly impact their success. Research shows that tailored outreach, such as personalized emails, one-on-one check-ins, or targeted feedback, can help students feel supported and more likely to stay engaged. These interventions might include extra tutoring sessions, flexible deadlines, or individualized study plans that cater to the specific needs of each at-risk student. Personalization helps students academically and creates a stronger connection between the student and the instructor, fostering a sense of belonging.

 

3.    Providing Clear Structure and Expectations

A lack of clear structure or overwhelming course design can exacerbate at-risk students' challenges. Providing a well-organized course with clear expectations, deadlines, and progress markers helps students manage their time and workload more effectively. Instructors should ensure that the syllabus, assignments, and grading criteria are clearly outlined. Breaking down larger tasks into smaller, manageable milestones can also make it easier for students to stay on track and avoid feeling overwhelmed.

 

4.    Fostering a Sense of Community and Belonging

Many at-risk students struggle with feelings of isolation, especially in online environments where there’s limited interaction with peers and instructors. Creating opportunities for social interaction and community building can help reduce isolation and foster a sense of belonging. Instructors can encourage engagement through regular discussion forums, group projects, peer mentoring, and virtual study groups. Using live video sessions or virtual office hours also helps students feel more connected to their instructors and classmates, increasing their likelihood of staying in the course.

 

5.    Offering Flexible Learning Options

Many at-risk students are balancing multiple responsibilities, such as jobs or family care, which can make it difficult for them to adhere to strict deadlines or schedules. Offering flexible learning options can help them succeed by allowing them to fit coursework into their busy lives. Flexibility can be built into the course by providing extended assignment windows, self-paced learning modules, or recorded lectures that can be accessed anytime. This allows students to engage with the material at their convenience, reducing the pressure that strict deadlines can create.

 

6.    Enhancing Access to Resources and Support

At-risk students often need additional resources, whether academic support, technological assistance, or mental health resources, to succeed in online learning. Instructors can provide links to tutoring services, academic counseling, or technology support directly within the course. Institutions can also offer online orientations to help students familiarize themselves with the online learning environment and available support services. Providing clear information on where students can seek help when needed can reduce stress and improve their chances of staying enrolled.

 

7.    Incorporating Regular Check-Ins and Feedback

Regular instructor check-ins can make a big difference in keeping at-risk students engaged. Whether through email, messaging, or video calls, frequent communication reassures students that their progress is monitored, and that support is available. Providing timely feedback on assignments is equally important. Immediate, constructive feedback helps students understand where they are excelling and where they need improvement, allowing them to adjust their approach before it’s too late.

 

8.    Promoting Self-Regulation and Time Management Skills

Many at-risk students need help with time management, especially in self-paced or flexible online courses. Teaching students how to set goals, manage their time, and track their progress can improve their ability to stay on top of their studies. Instructors can provide resources, such as time management tools, study planners, or tips on breaking down large assignments into smaller tasks. Encouraging students to reflect on their learning process and set achievable goals helps them take ownership of their learning, boosting motivation and retention.

 

Supporting at-risk students in online learning environments requires proactive identification, personalized interventions, and a balance of flexibility and structure. By using data analytics, fostering community, offering flexible learning options, and providing regular feedback, educators can help at-risk students stay engaged, motivated, and on track for success. As online education expands, institutions and instructors must prioritize retention strategies that address the unique needs of at-risk learners. Educators can improve retention rates and help students achieve their academic goals by providing targeted support and creating an inclusive learning environment.

 

Recommended Resources

Lehman, R. M., & Conceição, S. C. (2014). Motivating and Retaining Online Students: Research-Based Strategies That Work. Jossey-Bass. 

Lehman, R. M., & Conceição, S. C. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. Jossey-Bass.