NotesFAQContact Us
Search Tips
ERIC Number: ED542146
Record Type: Non-Journal
Publication Date: 2013-Apr
Pages: 8
Abstractor: ERIC
Reference Count: 4
Creating an Effective Online Instructor Presence
Jaggars, Shanna Smith; Edgecombe, Nikki; Stacey, Georgia West
Community College Research Center, Columbia University
Student outcomes in online courses trail considerably behind those in face-to-face courses. In order to gain insight into why this might be, the Community College Research Center (CCRC) undertook a series of studies that examined 23 high-demand, entry-level online courses at two community colleges in one state. CCRC researchers observed the online courses, reviewed course materials, and interviewed course instructors as well as 46 students who were enrolled in at least one of the courses. Together, these studies shed light on the fact that it is important for online instructors to actively and visibly engage with students in the teaching and learning process--perhaps with even greater intentionality than in face-to-face courses. In interviews, online students said that they placed a high value on interaction with their instructors, and a quantitative analysis indicates that higher levels of interpersonal interaction were correlated with better student performance in online courses. Drawing on research, this guide discusses how instructors can increase their presence in online courses in ways that may contribute to improved student retention and performance. It also describes a case study of a course in which the instructor used some basic interactive technologies to create a meaningful instructor presence. (Contains 12 endnotes.)
Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail:; Web site:
Publication Type: Guides - Non-Classroom
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: Administrators
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: Columbia University, Community College Research Center