Online instructor presence: Simple Ways to Be Present without Being “There”

 

Showing Up Online: Simple Ways to Be Present without Being “There”

Teaching online doesn’t have to mean being distant from learners. In fact, small, thoughtful actions to show you're “there” can make a big difference. We know from research that instructor presence—the deliberate effort to establish a meaningful connection with learners—plays a crucial role in effective learning and learner satisfaction in online courses (Baker, 2010; Sheridan & Kelly, 2010). This presence isn't just about being available; it's about creating an authentic, supportive online learning environment that rivals in-person instruction. 

The Community of Inquiry framework, developed by Garrison, Anderson, and Archer (2000), provides a research-based foundation for understanding how instructor presence works. Teaching presence within this model refers to the design, structure, and guidance that directs the learning experience, creating and maintaining a sense of community and engagement (Anderson et al., 2001).

But, how can I be present without being there? 

Making Your Mark: Practical Ways to Show Up Online

Building authentic instructor presence starts with the fundamentals of human connection. Instructor-initiated touchpoints increase learners' ability to perceive their instructor as a real person invested in their success. Here are a few ideas to get you started within both synchronous and asynchronous online courses.

First Impressions That Stick

• Record a brief informal video introducing yourself. Share your experience, why the course excites you, and even personal interests so learners sense an authentic human connection and feel more comfortable. In the example below, Dr. Amelia Lewis at Kennesaw State University introduces herself by modeling the introductions she expects learners to post in a required discussion assignment. She emphasizes the importance of fostering connections online, just as she would within an in-person class.

• Add a new Canvas feature called a Personalized Token to your home page to welcome learners by their name.
  
  
  
  
  

Keep the Conversation Going

• Use Announcements to welcome learners, offer encouragement and reminders, and notify them of upcoming events, for example. Use a friendly, supportive tone and consider using video as a mode of communication. Announcements can be scheduled in advance so you don’t have to continuously develop them.
• Be open and responsive to questions
• Create a Q&A discussion forum for the course and/or modules and reply in a timely manner. 
• Consider offering regular, brief virtual office hours — just 30 minutes can go a long way. Learn how to create a bookable appointment schedule in your Google calendar.
• Encourage learner progress
• Message learners who have not yet started the course or are missing assignments to offer encouragement, support, and helpful resources. Learn how to use the Canvas Gradebook to send messages.

In Summary

Research suggests that employing empathetic, relatable communications, considerations of availability, and learner-focused course design can help convey authenticity, allowing learners to feel a presence similar to a face-to-face course (Lowenthal & Dunlap, 2018). Remember—your presence doesn’t have to be perfect to be powerful. A consistent, caring approach builds trust and shows learners that you’re in it with them. Small actions can create big impacts in the online classroom.

Reach out to your Digital Learning Connector or email exttech@umn.edu for support implementing any of these strategies in your online course!

Article by Shona Burke, Extension Learning Technologies, sfburke@umn.edu.

References

Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.

Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. Journal of Educators Online, 7(1), 1-30.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

Lowenthal, P. R., & Dunlap, J. C. (2018). Investigating students' perceptions of various instructional strategies to establish instructor presence. Distance Education, 39(3), 281-298. https://doi.org/10.1080/01587919.2018.1476844

Pacansky-Brock, M., Smedshammer M., & Vincent-Layton, K. (2020). Humanizing online teaching to equitize higher education. Current Issues in Education, 21(2). Retrieved from  http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1905

Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767-779.