Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required (Anderson, et al, 2001). Some of the characteristics of teaching presence include the importance of the contribution to students’ sense of learning and perception of community of learning. An online teaching presence “is the binding element in cultivating a learning community” (Persico, et al, 2010). According to Shea, Li & Pickett (2006), “There is a clear connection between perceived teaching presence and students’ sense of learning community.” The idea of effective teaching presence through facilitation of discourse. “Skillful facilitation allows students to interact with one another and the instructor at a high level” (Palloff and Prat, 2011). At the beginning of the course, faculty members can help facilitate discourse through ice breakers that ask students to introduce themselves and find commonalities with other students. You should participate in the ice breaker by introducing yourself and modeling what you are asking students to do. Establishing a netiquette policy at the beginning of the course can also help to establish your teaching presence while helping students to understand your expectations for online discourse.
References
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and
computer conferencing in distance education. American Journal of Distance Education, 15, 7-23. doi:10.1080/08923640109527071.
Palloff, P., & Pratt K., (2011). The Excellent Online Instructor: Strategies for Professional
Development. San Francisco: Wiley.
Persico, D., Pozzi, F., & Sarti, L., (2010). Monitoring Collaborative Activities in Computer
Supported Collaborative Learning. Distance Education, 31 (1), 5-22.
Shea, P., Li, C. & Pickett, A., (2006). A Study of Teaching Presence and Student Sense of
Learning Community in fully Online and Web-enhanced College Courses. Internet and Higher Education, 9 (3), 175-190.
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