Journal article
Investigating teacher presence in courses using synchronous videoconferencing
Distance Education, Vol.37(3), pp.302-316
2016
Abstract
This research examines teacher presence in high school distance courses that are delivered by synchronous videoconference. In rural and remote areas, many school districts are using videoconferencing as way to reach dispersed students. This collective case study uses mixed methods to unpack the notion of presence from the perspective of teachers and their students. This study reports four key findings which have implications for building presence in a videoconference course: teachers’ confidence and experience aligned with higher presence; teaching videoconference and face-to-face classes simultaneously led to challenges with developing presence; immediacy behaviors correlated with higher presence; and, students’ learning preference related to perceived teacher presence. These findings confirm many of the issues raised in the literature about technology integration but also contribute new perspectives on teaching presence in a videoconference.
Details
- Title
- Investigating teacher presence in courses using synchronous videoconferencing
- Authors/Creators
- N. Rehn (Author/Creator) - Ambrose UniversityD. Maor (Author/Creator) - Murdoch UniversityA. McConney (Author/Creator) - Murdoch University
- Publication Details
- Distance Education, Vol.37(3), pp.302-316
- Publisher
- Taylor & Francis
- Identifiers
- 991005542063407891
- Copyright
- 2016 The Authors
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.31 Self-Regulated Learning
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general