Due to the “dynamic nature of knowledge, learners need to have the skills to work within an active knowledge base and use tools to successfully participate in the ever changing world we live in” (Stavredes, 2011, p. 108). There is no longer a need for students to spend hours and hours memorizing material since we never leave home without our phones and literally have the ability to access information at the touch of a button. In my classroom, it is important that students have many opportunities to critically think about relevant information, apply their knowledge, and reflect on their learning process.
While cognitive presence may not look the same as it does in my classroom, all of these things can be done in an online format as well. As the instructor, I can set up my assignments in a way that “requires an active thinking process in which learners ask questions, gather relevant information, and synthesize and analyze information” (Stavredes, 2011, p. 109). Posing questions and prompts that encourage active learning for my students could be done using Google Classroom, Padlet, Fligrid, or Twitter. In addition to the types of questions I ask, it will be important that I also interact with my students through discussions and assignment feedback.
While cognitive presence may not look the same as it does in my classroom, all of these things can be done in an online format as well. As the instructor, I can set up my assignments in a way that “requires an active thinking process in which learners ask questions, gather relevant information, and synthesize and analyze information” (Stavredes, 2011, p. 109). Posing questions and prompts that encourage active learning for my students could be done using Google Classroom, Padlet, Fligrid, or Twitter. In addition to the types of questions I ask, it will be important that I also interact with my students through discussions and assignment feedback.
Arguably more important than cognitive presence in an online course is the social presence of the instructor and students. It is especially critical at the beginning of the course when students are getting to know the instructor and each other. “If students can make interpersonal connections with others, they are more likely to engage with the course and the content” (Types of Presence). Creating a supportive community through personal interactions and collaborative learning strategies is foundational to the aforementioned active learning. Video introductions, discussions, group projects, and peer reviewing are just a few possible ways to influence positive relationships between all participants of the online course.
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| https://teachonline.asu.edu/2014/10/important-instructor-presence-online-course/ |
The remaining piece of the online presence puzzle is instructor presence. “Instructor-to-learner interaction is a critical component of learner satisfaction and the lack of it can have a negative impact on learner persistence” (Stavredes, 2011, p. 151). As the instructor, I would guide and support my students as they develop critical thinking, apply their knowledge, and reflect on their process. In order to be successful, clear communication will be key. In my experience as an online learner, I have felt most positive about my courses in which the professor was enthusiastic, encouraging, and an effective communicator. It is important that the students feel comfortable and that the instructor is approachable. I have loved having checklists in this course and will certainly include that in my communication plan for any online course I teach in the future. Another important aspect of the instructor presence is consistent monitoring and providing timely feedback.
Just as in a traditional classroom, the bottom line is that we must work to create an environment that is safe, educationally stimulating, and encourages our students to work collaboratively.
Just as in a traditional classroom, the bottom line is that we must work to create an environment that is safe, educationally stimulating, and encourages our students to work collaboratively.
Resources:
Stavredes, T. (2011). Effective Online Teaching: Foundations and Strategies for Student Success. San Fransico, CA: Jossey-Bass.
Stavredes, T. (2011). Effective Online Teaching: Foundations and Strategies for Student Success. San Fransico, CA: Jossey-Bass.
Types of Presence: Cognitive and Social Presence. (n.d.). Retrieved October 4, 2019, from https://canvas.ucdavis.edu/courses/34528/pages/types-of-presence-cognitive-and-social-presence.
It was useful to hear that the checklists were useful. You highlighted not only useful tools but more importantly the essential practices that build connections.
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