Internet Learning Volume 4, Number 1, Spring 2015 | Page 10
Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
Strategies for Virtual Learning Environments:
Focusing on Teaching Presence and Teaching Immediacy
By Misha Chakraborty and Fredrick Muyia Nafukho, Texas A & M University
ABSTRACT
Given advancements in technology, online learning environments have evolved from less
engaging modes of delivering course content to creating a platform where learners have the
opportunities to engage in active learning experiences. It is therefore beneficial to examine
the views and perspectives of researchers, who view online courses as indispensable in
modern educational systems and have contributed useful strategies and ideas of creating
engaging online classes. The purpose of this study was to establish factors identified in
previous studies that positively affect learners’ engagement in virtual learning environments.
The focus of the literature review was to highlight teacher presence and teacher immediacy
in online class settings. Both hard copy and online searches generated relevant articles
depicting various online class engagement strategies. The findings of the study suggest that
teaching presence and teaching immediacy can influence learners’ cognitive and affective
learning experiences. The paper has implications for professional education in online
teaching and learning and for educators in general. The authors identify future research
areas that should contribute to the progression of the field of online learning literature in
terms of teacher presence and teacher immediacy.
Keywords: Online learning, teaching presence, teaching immediacy, students’ learning,
motivation.
INTRODUCTION
A recent survey report revealed that online student enrolment has increased
drastically in past few years. “More than 6.7 million students were taking at least one online
course during the fall 2011 term, an increase of 570,000 students compared to the previous
year” (Allen & Seaman, 2014, p. 7). The survey also revealed that 32% of students are
taking at least one online class and 77% of academic leaders rate online learning outcomes
as equal or superior to that of a traditional class setting. These findings are a significant
development in the academic environment. On line learning is growing at a faster rate than
the overall enrollment in the higher education sector. As noted, “For the past eight years
online enrollments have been growing substantially faster than overall higher education
enrollments” (Allen & Seaman, 2014, p. 4). In a report entitled: Grade Change: Tracking
Online Education in the United States, it is revealed that the number of students taking at
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