NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1095942
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1195-4353
Instructor Presence Helps Bridge the Gap between Online and On-Campus Learning
Kennette, Lynne N.; Redd, Bibia R.
College Quarterly, v18 n4 Fall 2015
In every course, instructors expect students to learn; therefore, we attempt to be present for learners, and provide enriched learning environments which nurture this learning. However, in online courses developing such environments can be more difficult (or, at the very least, may come less naturally and require more conscious effort on the part of the instructor) and student performance can suffer when compared to on-campus versions of the same course. An important source of this discrepancy might be the reduction in presence, broadly-defined. As such, increasing presence in online courses may eliminate this disparity. In the present study, an instructor created her online introductory psychology course in a manner that increased her presence, more closely approximating that of traditional courses, and confirmed this prediction.
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A