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

cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorCrowley, Madeline
dc.date.accessioned2016-10-14T20:12:35Z
dc.date.available2016-10-14T20:12:35Z
dc.date.issued2011
dc.description.abstractInstructor 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.urihttp://hdl.handle.net/20.500.11803/501
dc.language.isoen
dc.publisherCreateSpace
dc.publisher.institutionCity University of Seattle (CityU)
dc.relation.ispartofAuthentic Instruction and Online Delivery
dc.relation.ispartofseriesProven Practices in Higher Education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectinstructor engagement
dc.subjectonline instruction
dc.titlePresence & Engagement: Best Practices for the Online Text-Based Classroom
dc.typeBook Chapter
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