Transitioning to the online environment

Getting started with online instruction

This document is part of a larger collection of documents on online instruction from the Center for Teaching, Learning and Mentoring's Instructional Resources KnowledgeBase. See more online instruction documents from that collection.

About online courses
Designing online courses
Teaching online courses

Transitioning to the online environment

laptop Transitioning to online teaching and learning is becoming increasingly common in higher education. While at first, it might seem straightforward, this transition involves a number of key considerations and recommended guidelines to create a quality online course for students seeking flexibility in where and how they complete their education. “What kind of transitions are needed?” and “What training should complement these transitions?” are just a couple of questions to ask during this process. 

Why Is It Important?

Compared to the face-to-face learning environment, the online environment requires different strategies for teaching and learning. Some of these new elements might seem intuitive, but others might not be as obvious. For example, a fully online course lacks a physical teaching space and thus requires digital communication and transmission of materials and assessments; however, it also requires the knowledge and practice of online etiquette, or “netiquette,” as well as the up-front establishment of performance and behavior expectations within the online environment. Prospective online instructors need to be aware of these key differences and be deliberate as they transition their course to the online environment.

Information to Consider

The Community of Inquiry (CoI) theoretical framework (Garrison, Anderson & Archer, 2001) is perhaps the best-known and most researched approach to designing learning experiences for the online environment. It represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements: social, cognitive, and teaching presence (depicted in the figure to the right). Transitioning to teaching online requires planning how these three presences can be accomplished online.

Source https://coi.athabascau.ca/ (used with permission) Click the figure to explore an interactive version. (Requires Flash: click here for Flash Player Help.)

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Social presence

Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop interpersonal relationships by way of projecting their individual personalities” (Garrison, 2009). Learners want to get to know their instructors as people as well as in their roles as mentors and content experts. Online students require the social presence of the instructor and other students to feel like they are part of the online learning community, reduce feelings of isolation, and build trust and community.

Tips for developing social presence:

  • Create a discussion forum for participants to introduce themselves, and model expectations by posting your own self-introduction and providing some personal information. Notify students that they should do so only to the extent they feel comfortable.
  • Address class participants in the discussion by name.
  • Include personal information that you feel comfortable sharing (i.e., hobbies, work experience, family, pets, etc.) in your instructor profile on the course website.
  • Create a “water cooler” or “internet cafe” forum where participants can discuss topics that are not related to the course material or post personal or anecdotal information.
  • Try to use humor, and use the smiley emoticon to signal that you are trying to be humorous.
  • Personalize your course introductions and announcements with audio or video.

A strong social presence builds a climate of trust as well as an environment of comfort and safe risk-taking. This foundation makes the learners ready for your teaching and cognitive presence.

Reference

Garrison, D. R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.

Teaching presence

Teaching presence is the “design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes” (Anderson, Rourke, Garrison, & Archer, 2001). Simply explained, teaching presence includes designing and developing the course, and then guiding and supporting the learners during the course delivery.

Tips for developing teaching presence:

  • Set clear expectations for students.
  • Be visibly present in the course every weekday if possible, or be substantively present at least four days a week.
  • Coach learners to keep pace with their learning and think deeply about what they know and why they know it.
  • Answer questions regarding activities and assignments.
  • Encourage and acknowledge student contributions.
  • Use announcements to ensure that students are aware of responsibilities, due dates, and other activities.
  • Communicate via email or phone to privately provide gentle but firm guidance as needed.
  • Inject knowledge from diverse sources.
  • Diagnose misperceptions, confirm understandings, and summarize discussions.

Teaching presence is manifested in everything the instructor does to guide, support, and shape the learners’ experiences.

Reference

Garrison, D. R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.

Cognitive presence

Cognitive presence is “the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” (Garrison, Anderson & Archer, 2001). The primary focus of cognitive presence is to develop a higher-order thinking process (i.e., critical thinking or practical inquiry) that integrates existing learning with new learning through reflection, discussion, and feedback.

Tips for developing cognitive presence:

  • Set high expectations for student inquiry and expectations.
  • Ask learners to identify their learning goal(s) for the course.
  • Examine, challenge, and probe student responses, thereby encouraging the analysis of ideas.
  • Use discussion summaries to focus on core concepts and learning outcomes.
  • Develop learning activities that are relevant, challenging, collaborative, engaging, and require deep thinking.
  • Coach learners to have reflective discussions while also sharing thoughts and questions with their peers.
  • Encourage learners to make thoughtful decisions and apply what they are learning, whenever possible, to real-world situations.
  • When appropriate, utilize a group and team-based learning approach to build collaborative knowledge and solve in-depth problems.

Cognitive presence includes activities developed and actions taken to facilitate learning and encourage learners to explore their ideas, thoughts, and beliefs thereby forming meaningful connections to the content.

Reference

Garrison, D. R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.

See Also:




Keywords:moving, starting, transition, online, course, social, presence, cognitive, teaching   Doc ID:121267
Owner:Timmo D.Group:Center for Teaching, Learning & Mentoring
Created:2022-09-13 07:43 CSTUpdated:2022-10-28 09:16 CST
Sites:Center for Teaching, Learning & Mentoring
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