Presence & Engagement: Best Practices for the Online Text-Based Classroom

cityu.site	Seattle
cityu.site.country	United States
dc.contributor.author	Crowley, Madeline
dc.date.accessioned	2016-10-14T20:12:35Z
dc.date.available	2016-10-14T20:12:35Z
dc.date.issued	2011
dc.description.abstract	Instructor presence is vital for students to become engaged in their courses. Literature from distance learning journals, student interviews, and an ethnographic study show that how present and involved an instructor is in a text-based online course influences both student perceptions and the quality of learning. This chapter begins by reviewing the literature in the field that offers support for the ideas on best practices that follow. It also includes student interviews regarding instructor presence that have had the greatest impact on them, both positive and negative, including what has engaged or disengaged them during a course. Also detailed are best practices gleaned from teaching online courses.
dc.identifier.uri	http://hdl.handle.net/20.500.11803/501
dc.language.iso	en
dc.publisher	CreateSpace
dc.publisher.institution	City University of Seattle (CityU)
dc.relation.ispartof	Authentic Instruction and Online Delivery
dc.relation.ispartofseries	Proven Practices in Higher Education;
dc.rights	Attribution-NonCommercial-NoDerivs 3.0 United States
dc.rights	openAccess
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subject	instructor engagement
dc.subject	online instruction
dc.title	Presence & Engagement: Best Practices for the Online Text-Based Classroom
dc.type	Book Chapter

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