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An instructor’s responsiveness (e.g.,
answering emails and providing feedback)
and message, tone, or style can affect a
student’s perception of instructor presence
(Russo & Campbell, 2004). Students who
receive prompt feedback reported positive
perceptions of learner-instructor interactions
(Thurmond, et al., 2002). The more details
and feedback that can be provided for
students, the more opportunities they have
to experience interaction with the instructor.
Simply opening a gradebook and seeing a
grade is not authentic interaction.
Instructor presence in discussions can be
achieved in a variety of ways. Simply joining
the online class discussion is certainly one
way of making the instructor’s presence
known. Another strategy is to provide a
summary of the discussions that have taken
place and to give feedback on the scope and
direction of the discussion. Clarifying and
expounding on particular posts, comments or
topics also gives the students an awareness
that the instructor is involved and active in the
discussions.
It is important to note that although
instructor interaction is important, presences
does not necessarily follow a “more is better“
formula. In one study conducted by Mazzolini
and Maddison (2003), an increased number
of instructor postings resulted in more
infrequent and shorter student messages.
Faculty should strive to maintain a balance
between responding enough to meet the
needs of the student and establishing a
personal presence in the classroom. However,
he/she should strive not to take on such
an aggressive role in responding to forum
discussions and posts that students are
discouraged from interacting with each other.
It has been suggested that student’s
like seeing a photo and hearing their
instructor’s voice. Students report this gives
them a feeling of greater connection to the
instructor’s real-world presence (Russo &
Campbell, 2004).
Other elements such as handwritten
responses, detailed feedback, video
announcements, and instructor introductions
of family members may be considered positive
interactions from a student’s perspective
(Kilburn, 2013).
Instructor-created audio and video add
an important element of individuality and
social presence in the online environment
(Lane, 2010). One student descriptively
summarized the benefits of weekly videos and
announcements saying,
“I have taken online
courses, and this instructor is the only one
that I actually feel like exists. When you take
an online course, it often seems like there is
an invisible person grading everything and
we have no connection. By actually visually
seeing this instructor and picking up pieces
of her personality, I feel like there was a real
teacher in the class”
(Kilburn, 2013, pg. 57).
Self-report studies estimate students
use social media an average of 2.7 hours
daily. It should be noted this is considered a
conservative estimate (Harvard, 2011). Using
technology to communicate with students
(e.g., Facebook, Twitter, Instagram) outside
of the course management system removes
a layer of formality and can allow students
to increase their feeling of social presence
(Kearns & Frey, 2010). According to Baird and
Five Ways to Establish Instructor Presence
{
{
Maintain frequent contact and a regular
presence in online class discussions.
1
Add personal elements to your course.
2
Utilize videos and social media when
applicable.
3
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