1. The Art of Teaching Online
Randy Garrison
Ben Arbaugh
Marti Cleveland-Innes
Sebastian Diaz
Phil Ice
Jennifer Richardson
Peter Shea
Karen Swan
The Art of Teaching Online
M. Cleveland-Innes
Deborah Russell

2. Teaching online
Despite the considerable, growing interest in online education, most studies have focused only on the students’ perspective. Merely a handful of studies have attempted to address the teachers’ perspectives and little has been published on the online teaching experience itself.
Gudea, 2008

3. Agenda Introduction to the art of teaching Online community of inquiry
Research on the CoI
Emotional presence
Discussion

4. First principles
If students are to learn desired outcomes in a reasonably effective manner, then the teacher's fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes
Schuell 1986

5. “the learner is at the centre of curricular and instructional design”
Engagement
“the time and energy devoted to educationally sound activities inside and outside of the classroom”
Kuh, 2003
Student centred
“the learner is at the centre of curricular and instructional design”
McCoombs, 1990
Interaction
“Formal and informal academic and social interaction
with faculty may make a unique
contribution to college impact “
Pascarella & Terenzini, 1991

6. Online teacher as bricoleur
A bricoleur is one who creates from a diverse range of materials and tools which happen to be available.
The teacher as bricoleur makes a series of professional judgments about how to teach.
The online teacher as bricoleur makes a series of professional judgments about how to teach using the diverse range of material and tools available..

7. Becoming present
… the child does not become social by learning. He must be social in order to learn.
George Herbert Mead (1910)
Online instructor presence predicts learners’ sense of community (Shea et al., 2005; Wilson, Ludwig-Hardman, Thornam, Dunlap, 2004) and student satisfaction, and perceived learning (Shea et al. 2005; 2006).

8. Foundation of CoI model
…. the facilitator of the inquiry has a responsibility to guide the discussion procedurally, this is at a level of co-inquirer and he or she should not lead the inquiry down a predetermined path.
Davey, 2007

9. Community of Inquiry Framework http://communityofinquiry.com
Cognitive Presence
The extent to which
learners are able to
construct and confirm
meaning through
sustained reflection
and discourse in a
critical community of inquiry.
Social Presence
The ability of participants
to identify with the
community (e.g., course
of study), communicate
purposefully in a trusting
environment, and
develop inter-personal
relationships by way of
projecting their
individual personalities.
Teaching Presence
The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

10. Elements, Categories & Indicators

11. COI Research and Applications
Literature indicates that the constructs coalesce as an interpretable factors, i.e. we can operationalize and “measure” them (Shea et al. 2006; Arbaugh and Wang, 2006)
Extensive publication of studies using entire model, individual presences
Measurement tool now validated with a multi-institutional sample (Swan, K. P., Richardson, J. C., Ice, P., Garrison, D. R., Cleveland-Innes, M. & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online Communities of Inquiry. e-mentor, 2(24).
Open University of Catalonia, Open University of Portugal using model and instrument in professional development for instructors

12. Teaching Presence Indicators1
1. The instructor clearly communicated important course topics.
0.826
2. The instructor clearly communicated important course goals.
0.877
3. The instructor provided clear instructions on how to participate in course learning activities.
0.592
4. The instructor clearly communicated important due dates/time frames for learning activities.
0.611
5. The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.
0.579
6. The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.
0.575
7. The instructor helped to keep course participants engaged and participating in productive dialogue.
0.633
8. The instructor helped keep the course participants on task in a way that helped me to learn.
9. The instructor encouraged course participants to explore new concepts in this course.
0.523
10. Instructor actions reinforced the development of a sense of community among course participants.
0.569
11. The instructor helped to focus discussion on relevant issues in a way that helped me to learn.
0.425
12. The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course’s goals and objectives.
0.649
13. The instructor provided feedback in a timely fashion.
0.513

13. Current Research Six-factor solution Regression analysis
Instructor interviews
Emotional presence

14. Research design
Research Question: How do the concepts in the COI model present themselves in the practice of online instructors?
Sampling: Convenience sample of online instructors at two different open and distance institutions with varying stages of experience and across a variety of subject disciplines.

15. Research design
Data collection process – Three research assistants interviewed 21 AU instructors via telephone. As telephone interviews were inconvenient or unfeasible for the University of Catalonia instructors, this group of respondents completed online questionnaires. 18 University of Catalonia instructors participated in the survey. Questions posed to Catalonia instructors were similar, but not identical to questions posed to AU instructors.

16. Research design
Data analysis process: Coding rubric designed for use in coding conference transcripts employed to instructor interview data. Inter-rater reliability of 82 percent.
Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.
Design & Organization
Setting curriculum (including assessment)
Designing methods
Establishing time parameters
Utilizing medium effectively
Making macro-level comments about course content

17. Preliminary findings TP – Design & Organization: The critical factor
TP – Facilitating Discussion: Asynchronous, text based format allows for opportunities and challenges
TP – Direct Instruction: Timely and individual feedback is important

18. Preliminary findings
SP – Open Communication: peer-peer discussions are primary means by which concepts and ideas are developed and tested. However, room for misinterpretation.
SP – Affective: instructors comfortable expressing positive emotions online; most would endeavour to avoid expressing negative emotions.
SP – Group Cohesion: a sense of belonging can develop over time; groups don’t always gel.
SP – Emotion: can both support and hinder learning, e.g., anxiety, frustration can hinder experience; excitement, satisfaction can enhance.

19. Preliminary findings
CP – Triggering event: speak of students’ shock to discover they are now co-creators of knowledge.
CP – Exploration: occurs via the discussion forums as students digest subject content in relation to their professional and personal experiences.
CP – Integration: moments where various strands of thought begin to coalesce into a coherent whole; can produce emotional reactions
CP – Resolution/Application: very few comments on resolution/application; instructor’s role has diminished.

20. Instructor interviews
AU instructors placed a greater emphasis on facilitating discourse
AU instructors were more likely than U Catalonia to have a holistic view of Teaching Presence, where D & O, DI and FD are equally important
Subtle differences in how instructors in both institutions define direct instruction, i.e., individual student contact, facilitating discussions, evaluation/feedback
When examining students’ roles, AU instructors placed greater emphasis on learning process, while Catalonia instructors emphasized teaching process.
Instructors trained as “dispassionate observers” less likely to attend to EP
AU and Catalonia instructors tend to express positive emotions, suppress negative emotions

21. Instructor interviews
Which aspects of TP are most critical?
“Design and Organization cited as important. Clear guidelines and expectations at the beginning most important. Design isn’t always clear, especially in new courses.”
“Responsiveness to student’s needs important … listening and responding to concerns through direct instruction, encouraging the development of new ideas and facilitating discourse between students.”
Is SP a required precursor to cognitive presence? “Online environment allows for increased reflection and strategic facilitation as they can sit back and consider developing discussions and have time to guide the discussion towards specific questions, goals, and activities.”

22. Emotion and Teaching
“From brain research we know now that when we get emotional about a task we are involved in learning. Brain research has confirmed that emotions are linked to learning by assisting us in recall of memories that are stored in our central nervous system. “
“Practically speaking, this means as designers and educators need to create places that are not only safe to learn, but also spark some emotional interest through celebrations and rituals.”
Fielding, 2006

23. Emotional Presence emotion is present; observe, acknowledge, support
Plutchick, 2003; Stets & Turner, 2006;
Wosnitzaq & Volet, 2005
emotion plays a role in human reason
Damasio, 1994; leDoux, 1996
emotion can not be considered separate from learning environments
Brookfield, 2006; Lipman, 2003

24. Emotional Presence
Emotion was expressed when connecting with other students. (EP in SP)
The instructor acknowledged emotion expressed online by students. (EP in TP)
Expressing emotion in relation to expressing ideas was acceptable in this course. (EP in CP)
I felt comfortable expressing emotion through the online medium. (EP in SP)
The instructor demonstrated emotion in online presentations and/or discussions. (EP in TP)
I found myself responding emotionally about ideas or learning activities in this course. (EP in CP).

25. Emotional Presence
Emotion was expressed when connecting with other students. (EP in SP)
The instructor acknowledged emotion expressed online by students. (EP in TP)
Expressing emotion in relation to expressing ideas was acceptable in this course. (EP in CP)
I felt comfortable expressing emotion through the online medium. (EP in SP)
The instructor demonstrated emotion in online presentations and/or discussions. (EP in TP)
I found myself responding emotionally about ideas or learning activities in this course. (EP in CP).

26. Integral Emotional Presence

27. The last word
… studies that focused on elements of the COI framework, but only 14 of which collected and analyzed data on student learning. …. studies of the COI framework should move away from marginal issues (eg. student satisfaction) toward its central claim, i.e., in an environment that is supportive intellectually and socially, and with the guidance of a knowledgeable instructor, students will engage in meaningful discourse and develop personal and lasting understandings of course topics.
Rourke, 2008

28. Contact Information
Ben Arbaugh
University of Wisconsin Oshkosh
Marti Cleveland-Innes
Athabasca University
Sebastian Diaz
West Virginia University
Randy Garrison
University of Calgary
Phil Ice
University of North Carolina Charlotte
Jennifer Richardson
Purdue University
Deborah Russell
Peter Shea
University at Albany, State University of New York
Karen Swan
Kent State University