EFFECTIVE INSTRUCTION IN VIRTUAL HIGHER EDUCATION: ENSURING COGNITIVE, SOCIAL, & TEACHING PRESENCE

Abstract

Considerable research on effective instruction in the classroom exists. Yet, very little is known about the extent to which instructor presence (cognitive, social, and teaching) is related to effective online instruction. Low attrition rates and high retention, engagement, as well as studentand instructorsuccess rates are critical aspects of an effective virtual classroom and program of study. However, without adequate cognitive, social, and teaching presence in the online classroom, studentand programsuccess rates likely suffer. This workshop is designed to improve participants’ knowledge of these constructs and share tools, as well as tips, for successful implementation. Armed with this knowledge, participants will be able to design and instruct online courses integrating best practices in cognitive, social, and teaching presence in order to bring their teaching to the next “level” in terms of effectiveness and enjoyment for students and instructors alike. Key points of this workshop entail a literature review, definitions and examples of cognitive, social, and teaching presence, tools and tips for integration, effectiveness highlights, presenters’ experiences with design and teaching aspects, and participants’ experiences, concluding with Q&A. This session will be conducted by full-time university faculty members who played an integral part in the design of seven self-paced instructor presence modules, which were disseminated to all faculty members aligned with the College of Health, Human Services, and Science at Ashford University. Following the lecture portion of this workshop, participants will be encouraged to exchange experiences and ask questions. This workshop is intended for faculty, course developers, and leaders of educational institutions with online course offerings. There is no limit for the number of participants.