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 8 !