Running head: ESTABLISHING PRESENCE IN ONLINE LEARNING 1

Establishing Presence and Student Engagement to

Support Learning in an Online Environment

Melissa L. Fruechte

Purdue University
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Abstract

This paper explores and defines instructor presence and its impact on student engagement

in online learning. Participation in online learning has consistently increased in recent

years and shows no indication of becoming a less utilized learning platform. By

establishing a strong social, cognitive and teaching presence, instructors can positively

impact retention, student engagement and satisfaction. Online learning can be as effective

as brick and mortar instruction by creating interactive, collaborative and practical

scenarios for learners to construct knowledge. Engaging in scholarship within a

Community of Inquiry (CoI) creates the foundation for students to be committed and

engaged in online learning experiences. Research on the impact of instructor presence in

online learning is still in its infancy; therefore, continued exploration into which activities

and formats best support student engagement is suggested for further research.

Keywords: online learning, student engagement, instructor presence, Community of

Inquiry (CoI)
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Online learning has evolved over time and shown continual growth

in popularity at institutions of higher education. Swan and Shih (2003) state

that the Internet has had a profound impact on higher education, enabling the

phenomenal growth of online learning (p. 115). This impact of the internet is

remarkable, with enrollment in online learning increasing in recent years. The U.S.

Department of Education, National Center for Education Statistics (2014) found that a

total of 21,147,055 students were enrolled in distance education courses (p. 3).

With over 21 million students enrolled in distance education, creating an engaging

and impactful learning environment is critical to the success of online programs and the

continuation of offerings in higher education. Online learning allows nontraditional

learners and individuals with geographic limitations access to education. Online learning

offers flexibility to complete assignments and readings when it is convenient for the

learner as well as for asynchronous participation (Ekmekci, 2013). With the recent

growth of interest and participation in online learning, a question of the quality and

effectiveness of online learning has intensified.

Revere and Kovach (2011) assert that despite the growth of online learning, the

design of the learning environment and the level of student engagement is still

emerging (p. 114). In a traditional classroom environment, the instructor

serves as a guide and facilitator of learning in the physical space of a

classroom; however, discourse about the instructors role in

establishing presence and creating a community of learners in an

online environment is still in its infancy. As stated in Swan, Garrison

and Richardson (2009), once it was established that the possibility to

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develop social presence and communities of learners online was

possible, research began to shift to the purposeful nature of a

community of learners collaboratively constructing meaning, to the

development of online communities of inquiry (p. 3).

However, according to Boston et al. (2010), retention is challenging for online

programs with attrition rates often much higher than campus-based programs. Meyer

(2014) states that as higher education institutions are being scrutinized for their retention

and graduation rates, it is imperative that alternative solutions are explored to solve these

problems.

With the increased interest in online learning opportunities, 70.8% of higher

education institutions believe that online learning is crucial to their long-term strategy

(Allen & Seaman, 2015). According to the National Center for Education Statistics

Integrated Postsecondary Education Data System (IPEDS), 70.7% of degree-granting

institutions have distance offerings of some manner (Allen & Seaman, 2015). As shown

by the continued creation and offering of online learning programs in higher education, it

is critical that the theoretical foundations of effective instruction are studied and

implemented in the online learning environment.

Rubin, Fernandes, and Avgerinou (2013) establish the importance of a successful

online learning environment.

Successful online courses create a Community of Inquiry (CoI) where students

interact with one another, the instructor and the learning materials to develop new

knowledge and skills. When online courses have a strong CoI, students participate
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in discussions, perceive that they learn more are satisfied with the learning

experience and have greater retention (p. 48).

Knowing that a Community of Inquiry greatly benefits the students perception of

learning and satisfaction within the context of an online course, it is vital to incorporate

the elements of the CoI model into the learning environment.

The purpose of this paper is to examine existing literature as it

relates to the impact of instructor presence on student engagement in

online learning. Additionally, this review will provide suggestions for

how to create an engaging online experience using social, cognitive

and teaching presence, three vital and interdependent elements of the

Community of Inquiry (CoI) framework. Finally, recommendations for

further research will be provided.

Definition of Concepts

When investigating the idea of instructor presence and its impact of student

engagement in online learning, it became evident that a clear definition of the terms used

was needed.

Presence

Cognitive Presence

Garrison, Anderson and Archer (2000) define cognitive presence as how well

meaning is constructed within a community of leaners. Additionally, cognitive presence

is a vital element in critical thinking, a process and outcome that is frequently presented

as the goal of all higher education (p 89).

Social Presence
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Social presence, as defined by Boston et al. (2010) is the ability of learners to

project themselves socially and emotionally as well as their ability to perceive other

learners as real people (p. 68). Wise et al. (2004) found that a higher level of social

presence is thought to create an approachable environment and hence more satisfying

learning experience and greater learning students are more willing to ask questions

and interact, again, with the expectation that this interaction will promote learning (p.

264). The question then arises, how do instructors develop this high level of social

presence in online learning environments?

Teaching Presence

Within the Community of Inquiry (CoI), any member of the community can

perform the two typical functions of teaching presence; however, typically in an

educational setting, this role is filled by the instructor (Garrison, Anderson, & Archer,

2000).

The first of these functions is the design of the educational experience. This

includes the selection, organization, and primary presentation of course content,

as well as the design and development of learning activities and assessment.

The second function, facilitation, is a responsibility that may be shared among the

teacher and some or all of the other participants or students (p. 90).

Cognitive, social and teaching presence work together in an effort to achieve effective

educational experiences for learners.

Engagement

According to Meyer (2014), engagement results when the students involvement

in learning contributes to their learning and sustains their further involvement in

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course activities (p. 6). Creating an environment of learning that is engaging to learners

will allow learners to construct significant meaning and understanding of the content

while feeling satisfied with the learning experience.

Online Learning

Meyer (2014) remarks that online learning has taken on many terms and varieties

through the course of students engaging in content online.

Online learning has been referred to as a type of distance education and as web-

based learning, e-learning, and online education. Its definition is further confused

by referring to discrete portions of a traditional, face-to-face, or on-campus class

conducted online; a hybrid or blended class that uses both face-to-face and online

learning techniques; and an all-online course. (p. 5)

With these varying understandings, for the purpose of this paper, online learning will be

referred to as courses that are purposely developed completely online and of which, use a

learning management system for discussions, grading, student to student and student-

instructor interaction, etc.

Challenges of Online Learning

The potential challenges of online learning for instructors and learners can be

numerous. Online learners face different challenges than students in a traditional

program. It is important that instructors do whatever they can to help students feel

comfortable and clear in the expectations and requirements of the course. Compared to a

classroom environment, online learners face two tasks when a new course starts; how to

log in and navigate course content as well as learning the course content (Lowenthal,

York and Richardson, 2014).

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As more learners pursue online learning experiences, some students are more

prepared than others to be successful in online environments. Technical skills and

computer literacy are two elements that have been given consideration in online learning

(Lowenthal, York and Richardson, 2014). Zawaki-Richter stress that social

competencies are an important requirement for learners who participate in the

collaborative learning process in many online courses (as cited in Lowenthal, York and

Richardson, 2014, p. 18).

Yu (2014) identifies what support should be given to learners whose competencies

are not fully developed to be successful in an online learning environment.

Therefore, it is important to know about learners social, emotional, and technical

competencies in online learning to establish student readiness, and, therefore,

success, before they enroll in online courses. If learners lack the competency

levels necessary to be successful in online courses, they should have an

opportunity both to develop their insufficient competencies in avoidance of a

more difficult situation that will involve non-content learning related challenges

and to succeed in their online learning (p. 18).

Carr (2014) identifies that creating a 2-dimensional environment versus a 3-

dimensional classroom environment, lectures and learning management system

navigation can be frustrating and challenging obstacles for instructors. Instructors are

often not trained on how to create engaging online courses and with an accelerated rate of

change with technological advances and new tools; it is challenging to test new formats

and developments in online learning environments (Revere and Kovach, 2014). Shieh,

Gummer and Niess claim the management of web-based instruction, use of

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communication technology, and engaging students in online learning is challenging for

both experienced and novice faculty in higher education (as cited in Lowenthal, York

and Richardson, 2014, p. 10). Knowing that instruction within an online learning

environment is challenging and frequently pursued without adequate training and

support, it is important to select resources and platforms that can best support the learning

of students and the facilitation for instructors, both experienced and new teachers.

Lowenthal, York, & Richardson (2014) state that course management systems can

seem restrictive to instructors and students alike and predict that learners who are familiar

with Web 2.0 tools will be less than content with the passive, click-through, non-

participatory environment of many course management systems used today. Course

management systems such as Blackboard and Moodle do not support the level of

engagement desired by todays online students, (Revere and Kovach, 2014). As Sheridan

and Kelly (2010) note, instructors may take an easy approach to facilitating online

learning environments by not actively engaging with students through discussions.

Therefore, it is incredibly critical that instructors embrace the challenges of online

learning to create rich, interactive and collaborative learning experiences for learners.

How to Create a Successful Online Learning Community

The Community of Inquiry (CoI) framework was proposed by Garrison, Anderson

and Archer as a collaborative constructivist approach to teaching and learning (Akyol

& Garrison, 2011).

Akyol and Garrison write that at the core of the CoI framework is deep and

meaning learning. There are three interdependent structural elements of the

framework social, cognitive and teaching presence. Social presence reflects the
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development of climate and interpersonal relationships in the community.

Cognitive presence provides a description of the progressive phases of practical

inquiry leading to resolution of a problem or dilemma. Teaching presence

provides leadership throughout the course of study (235).

Carr (2014) states that these three elements can be built into any course design with

adequate planning (p. 100). The CoI framework has been the most commonly referred to

model for investigating the online learning experience (Boston et. al., 2010). As

instructors and course developers begin to transition traditional brick-and-mortar

curriculums to online experiences, keeping the CoI framework in mind will help guide

the development of a rich, collaborative and fruitful learning experience.

Figure 1 Community of Inquiry (CoI). Retrieved from https://coi.athabascau.ca/coi-

model/

Sheridan and Kelley (2010) state that instructor presence is one of the keys to the

effectiveness of online learning (p. 769). In order to develop a strong instructor

presence, the teacher must create opportunities and activities for students to learn about

each other and their instructor. Kehrwald (2008) identifies social presence as that which

is demonstrated by visible activity; posting messages, responding to others, and

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participating in the activities of groups (p. 94-95). To help learners discover more about

each other, their histories, personalities and current circumstances (p. 95), a community

of learners is developed.

Dennen, et al, Gayton and McEwen and Levy argue instructors should be

minimally active in discussions and use email appropriately (as cited in Dixson, 2010,

p. 2). Akyol and Garrison (2011) state that one of the largest questions in online learning

is whether higher-order learning can be achieved. To investigate this question, it is

imperative to identify how online students learn and what environment best supports their

needs. Dixson (2010) states that effective online instruction 1) can be as effective as

traditional instruction; 2) to do so, online courses need cooperative/collaborative (active)

learning and 3) strong instructor presence (p.1). Wise et al (2004) suggest activities in a

learning environment must be conceptualized in relation to their effect on learning and

must be tested in terms of their impact on learning and motivation (p. 268). If tasks are

thought of as a task just to fill space and time, the learning opportunity is lost when a

richer experience could have been pursued.

Lowenthal, York, & Richardson (2014) offer ideas for activities in which learners

become oriented with the course and its content. Asynchronous activities include: a meet

the instructor video, a course navigation activity, a scavenger hunt, a Wiki introduction

activity and a Web 2.0 Meet and Greet. Synchronous activities create dynamic, live

interaction between the instructor and students; Google Hangouts, GoToMeeting or

Skype are examples of synchronous tools.

Conclusion
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As the research suggests, online learning is a relatively new endeavor for many

educational institutions. As more course offerings are being moved to online platforms, a

continued investigation is encouraged to identify best practices for online instructors to

be present in online classrooms in order to create meaningful, engaging learning

experience for students. The findings have shown that instructor presence can have a

noteworthy, positive influence on student engagement in online learning environments.

As universities continue to offer more online course offerings, it will be imperative that

instructors identify best practices for engaging learners in constructive, thoughtful

scholarship. Using the Community of Inquiry (CoI) framework, incorporating the

foundations of cognitive, social and teaching presence, instructors will be better equipped

to provide rich, collaborative and constructivist learning opportunities for learners to

participate in thoughtful, engaging scholarship and find great satisfaction in the online

learning experience.

Wise et al. (2004) suggests that collaborative environments are extremely

complex and there are many potential covariates in the natural learning environment (p.

268). Given the richness and complexities of online learning, it is critical that additional

research is conducted on the learning experiences of students and course implementation

for instructors. Additional research needs to be conducted to identify which formats

(asynchronous or synchronous), activities (blogs, wikis, discussion boards, etc.), tools

(learning management systems, Web 2.0 tools) and behaviors (promptness of responses,

clarity of instruction, etc.) implemented by instructors in online learning are those that

students find most engaging and effective within different online contexts.
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