“Is there anybody out

there?”

Claire Beecroft and Luke Miller

Image by Anna https://flic.kr/p/5BjEq5, used via CC BY 2.0 https://creativecommons.org/licenses/by/2.0/

Introductions

Claire Beecroft

University Teacher and Course

Director for MSc IHTA (Online)

(ScHARR)

Luke Miller

Senior Learning Technologist

(ScHARR)

CB

Background

ScHARR has been running distance learning courses for over a decade.

Currently run 5 x 100% Online PGT Courses:

MSc Public Health

MSc Advanced Emergency Care

MSc International Health Technology Assessment

MSc International Health Management & Leadership

MSc Health Informatics

CB

Session aims

This session aims to develop participants’ understanding of the need to

develop and maintain presence and ‘teacher immediacy’ within online

learning.

By the end of the session participants will:

Be aware of the significant body of research demonstrating the link

between presence and retention in online learning.

Be able to use some key techniques to improve presence in online learning

materials.

Recognise how technology can underpin this process and facilitate wider

adoption of these practices across programmes and curricula.

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Quick poll: what are the barriers to engaging /

retaining students?

Go to menti.com and

enter code: 36 80 57

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The Evidence (1)

Online students can feel isolated and disengaged

Al Ghamdi et al found that “distance education students

often experience a feeling of isolation and sometimes a

sense of being neglected by their instructors”.

Bowers et al reviewed found that “Some researchers

argue that feelings of isolation and disconnectedness in

online courses are major reasons for high student

attrition rates..”

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The Evidence (2)

Teacher immediacy behaviours can be developed to

mitigate this isolation.

Ghamdi et al describe teacher immediacy behaviours as

“verbal messages and practices such as calling students

by their first names, employing humour, and

encouraging students to make a time and meet with the

teacher if further assistance is required.”

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The Evidence (3)

Technology can enhance teacher immediacy in a variety of

ways

Garrison et al Found“ a “positive correlation between

students‘ online participation and communication satisfaction

and their perceived e-immediacy behaviours...technology

facilitates certain electronic gestures which contribute to

promoting perceived teacher immediacy”.

Garrison et al conclude that “simple interaction, absent of

structure and leadership, is not enough.” A more considered

pedagogical approach is required.

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Interactive scenarios ( 1 of 2 )

Go to menti.com and enter code: 36 80 57

Scenario 1: Wide ranging geographical learners - how

can we continuously engage with learners all around

world in multiple timezones?

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Key techniques @ScHARR to improve tutor

presence

Webinars

Intro weeks

Audio feedback

CoCo- tools to create connection,

engagement

Formative assessment

Feedback on feedback (mid semester / end of

module)

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Webinars

Plan webinars at a range of

times to catch those in

different time zones

Offer webinars on different

days and at different times

Offer a doodle poll to let

students specify best times?

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Intro weeks

Provide introduction week modules in

the VLE (Virtual Learning Environment)

Offer live webinar sessions as a meet

and greet for new cohorts

Plus, offer pre-registration

engagement opportunities?

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MOPE / CoCo

Garrison et al found

that clear

instruction “In

terms of

facilitating

discourse, it is

important to first

provide clear

participation

requirements in

terms of length,

content

expectations, and

timeliness”.

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CoCo

Variety of

tools to

promote

interactivity

and

engagement...

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CoCo

Activity setting

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CoCo

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‘Reveal’ boxes

CoCo

“Tutor Says” boxes

For...

Summaries

Prompts

Alternative

perspectives

reminders

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CoCo

“Tutor Says” boxes

For...

Summaries

Prompts

Alternative

perspectives

reminders

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Interactive scenarios ( 2 of 2 )

Go to menti.com and enter code: 36 80 57

Scenario 2: Students are not always engaging with

their feedback- how can we encourage them to look

beyond their grade?

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Audio Feedback

I work with online learners a lot

I want to communicate with them better, and

more often

I want them to use/apply their feedback

I want them to understand their feedback

I want them to actually look at their

feedback

They really value it above other forms of

feedback

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The evidence for audio feedback

Students can interpret tone of voice when taking

feedback on board (Ice et al, 2007)

Students percieve audio feedback as more personal

and easier to understand. (Merry et al, 2008)

They engage with audio on their mobile devices and

will listen repeatedly (Nortcliffe et al 2010, 2011).

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Feedback on my feedback...

“The voice comment was amazing and encouraging.

Thank you so much.”

“This is really amazing help you are giving me!”

“Thanks for the audio feedback! Not had any before,

makes a nice change”

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Formative Assessment

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Feedback on Feedback

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Facilitate wider adoption

Having a tool for tutors (MOPE / CoCo)

IHTA experiences feeding into wider PGT programmes

Sharing success and failure!

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References

Bowers, J. & Kumar, P. (2015). Students' Perceptions of Teaching and Social

Presence. International Journal Of Web-Based Learning And Teaching

Technologies, 10(1), 27-44. doi:10.4018/ijwltt.2015010103

Garrison, R & Cleveland-Innes, M (2010). Facilitating Cognitive Presence in

Online Learning: Interaction Is Not Enough. American Journal of Distance

Education: Vol 19, No 3. (2016). The American Journal Of Distance

Education. Retrieved from

http://www.tandfonline.com/doi/abs/10.1207/s15389286ajde1903_2

Ghamdi, A. A., Samarji, A., & Watt, A. (2016). Essential considerations in

distance education in KSA: Teacher immediacy in a virtual teaching and

learning environment. International Journal of Information and Education

Technology, 6(1), 17-22. doi:http://dx.doi.org/10.7763/IJIET.2016.V6.651

Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using Asynchronous Audio

Feedback to Enhance Teaching Presence and Students' Sense of

Community.Journal of Asynchronous Learning Networks, 11(2), 3-25.

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References

Merry, S., & Orsmond, P. (2008). Students’ attitudes to and usage of

academic feedback provided via audio files. Bioscience Education, (11).

Middleton, A., & Nortcliffe, A. (2010). Audio feedback design: principles and

emerging practice. International Journal of Continuing Engineering

Education and Life-Long Learning, 20(2), 208-223.

Nortcliffe, A., & Middleton, A. (2011). Smartphone feedback: Using an iPhone

to improve the distribution of audio feedback. International Journal of

Electrical Engineering Education, 48(3), 280-293.

Richardson, J. & Swan, K. (2003). Examining Social Presence in Online

Courses in Relation to Students' Perceived Learning and

Satisfaction.Ideals.illinois.edu. Retrieved 12 October 2016, from

https://www.ideals.illinois.edu/handle/2142

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