Assessing Presence in an Online Course
Rob Debelak, Associate Professor of Bible, Lee University
OVERVIEW
Stavredes outlines three integrated forms of online presence vital to student persistence and retention: teaching, social, and cognitive presence. Applying her grid in self-assessment of an online introductory hermeneutics course (sophomore-level), the following discussion provides working definitions, a proposed set of self-assessment criteria, findings, and trajectories for course enhancement.
KEY ELEMENTS
- Introduce the self-study
- Working definitions
- 1. Teaching/Instructor Presence
- 2. Social Presence
- 3. Cognitive Presence
- Proposed assessment criteria
- Findings
- Trajectories for improvement
INTRODUCTION
In her text, Effective Online Teaching, Tina Stavredes aptly asserts three integrated forms of presence are vital to student persistence and retention: teaching, social, and cognitive presence (Ch 10-13). Having enjoyed good success in teaching an introductory hermeneutics course since 1999, I applied her ideas in self-assessment of my 2021 online iteration of this course. The following discussion provides working definitions, a proposed set of self-assessment criteria, findings, and trajectories for future enhancement of the course.
WORKING DEFINITIONS
Condensing Stavredes’ conversation, and including resources factoring prominently at the time of this study, I distilled information into the following table (figure 1). This schematic succinctly and relationally lists the three forms of presence, defines each, stresses import, and offers limited examples:
Figure 1
1. Teaching/Instructor Presence
Isolation in e-learning environments is increasingly probable. To overcome the hardware barrier (the subtle perception a student is merely interacting with a computer), instructor presence humanizes both the educator and the learner as people engaging in the common goal of learning. This human element can be created in a variety of ways:
- Production of a professional, yet personal welcome video. A warm instructor introduction is a ‘foyer’ to the course; a first impression setting a tone for learning. Students see and hear the professor, discerning from verbal/nonverbal clues a genuine interest in those taking this course, and in their success! It is helpful to communicate this will be a challenging experience, assuring them they will not be abandoned in the learning process.
- Availability and accessibility. Each course homepage has the instructor’s picture, contact information, and instructions on how to reach out by telephone, email, or Zoom/chat features, etc.
- Frequent Communication. Prior to a course starting, emails and posts announce general information, directions for discussion forums, a word about textbooks, expectations, etc., in acclimating to rigors of the first week. Each subsequent week (when a new unit of study begins) students receive emails highlighting the start of the unit, main features of the new unit, and tips to succeed. When assignments are graded, they can expect prompt feedback. In discussion forums the facilitator offers perspective, questions, introduces resources, challenges assumptions (in a friendly way), etc. Both course design and feedback help students think harder, longer, and deeper in the safe company of friends standing before the topic together (Palmer; “community of truth”. The Quality Matters Organization refers to a ‘community of learners’). Students are to read all feedback from professor and peers, as this is their learning experience and they should seek maximum benefit. Communications are professional, personal, honest, and encouraging.
- Zoom Conferencing. Polling early in the session determines a time good to meet (flexibility). Zoom sessions cover unit overviews, key terms, main points, and major evaluative instruments. With a structured plan for successfully navigating unit materials, conversation, question and answer, or spending some time together reinforces instructor availability.
- Prompt Grading. This provides a means to measure progress, and enables identification of non-participation or at-risk students for follow-up.
To summarize. Instructors show up and demonstrate in word and example how to take responsibility for one’s education. They show both “what,” and “how,” in order for students to reach a mature level of self-directedness.
2. Social Presence
Social presence is ideally student-centered! With an emphasis on inductive or discovery-style questions, critical thinking strategies facilitate student sensitivity to relationships between concepts emphasizing observation of causes, assumptions, motives, etc.
- Social presence is fostered between student and instructor as feedback/dialogue explores rationale and context clues leading to conclusions.
- Peer to peer interaction holds each other accountable to the criteria of measure given for an assignment, equally allowing for insight from others (mutuality).
Autonomy and mutuality are honored. An instructor measures how well students are grasping the material (in terms of breadth and depth). Peers reinforce the learning process indicating their knowledge of the concept is sufficient to provide meaningful feedback.
Examples:
- Student Reading Strategy. A four-step, learner-centered process requires each student to: 1-post questions from the reading materials. 2-A peer answers the questions. 3-The originator comments on how well questions were answered, with textbook page numbers, guiding partners to review. 4-With a fresh knowledge base, informed dialogue engages the material, expressing affirmation, disagreement, or further exploration of implications.
- Peer Evaluations. An optional discussion forum allows students to upload a draft of their paper for peer review. The mutual benefit is having another set of eyes proofread and edit (cosmetics and content) prior to turning in the final draft.
- Testimony. Students face a daunting first week acclimating to the material, processes, due dates, etc. By the course conclusion they have learned so much they wish the course could go on! [I’ve collected select quotes and constructed a www.sway.com document entitled, “In Their Words,” as encouragement for each new class to read. New students find these inspirational and reason to stay with the course (perseverance).]
3. Cognitive Presence
Cognitive presence is the ability to grasp information and form meaning from the data or experience. Critical thinking exercises emphasizing analysis function in tandem with social and instructor presence. This acknowledges Bloom’s higher order learning, where analysis, synthesis, and evaluation are stressed. Traditional classroom experiences do the same thing. Transporting the brick-and-mortar experience to the virtual environment is not always easy, but it can be done. Effective strategies include research, problem-solving exercises, reflection, and possibility of debate or “position dialogue” in forums.
Examples:
- Critical Thinking. Analysis/findings are objectively reported.
- Problem-solving. At course mid-point, a problem is introduced requiring more intense analysis. To evaluate: monitor progress, provide honest and timely feedback on how well assignment criteria is met, and post examples as a model. A second measure is the peer-to-peer interaction gauging how others grasp the concepts; this is particularly acute in the degree to which they hold each other accountable to content, rationale, and the grading criteria.
- Reflection: The Learner. Learners report their sense of progress at various phases. In week one students introduce themselves, answering: “what questions do they bring and what do they want to get out of the course?” In the second week they respond to a battery of questions designed to determine what kind of reader they are, heightening awareness of what they bring to the process. Reminder of these presuppositions is brought to bear (in subsequent forums) on how the particular lens they shape helps or hinders analysis.
- Reflection: The Learning. Asking for reflection on how the course experience as a whole is going, students respond to “what is going well, what is not working, how they are growing, and any other comments they wish to share.”
PROPOSED ASSESSMENT CRITERIA
To self-assess the creation, sustaining, and effectiveness of the three forms of presence, I developed an initial grid of features (figure 2 below). Establishing presence is verifiable by evidence of at least three criteria for instructor evaluation sustained over the majority of the seven-week course. A personal aim was evidence of sustained instructor presence over least 80% (5.6 weeks) of the seven units.
Social presence would be evaluated based on the presence of analytical inquiry, measured in the frequency of learner-instructor engagement, and learner-learner engagement; both forms of interaction anticipate evidence of engagement over at least 80% (5.6 weeks) of the seven units.
Cognitive presence is evaluated in terms of course structure and/or supplemental materials fostering (higher) critical thinking (Bloom’s Taxonomy: Analysis) in at least 80% (5.6 weeks) of the seven units. Additionally, at least one research-related assignment, one problem solving assignment, and one substantial reflection assignment should be present.
Figure 2
FINDINGS
The course iteration selected for review is the most recent version I offered (Spring 2021). The Master Course Outline (MCO) is the university-approved template, which may be supplemented, but not altered. This single course was selected for self-review to assess what has been done and to determine what structural issues and/or instructional practices potentially require future address.
[Note: Objective, third-party/peer review occurs in the development phase of the MCO; development is a related, but distinct discussion. With respect to peer observation of instruction, a formal instrument and process exist; this course was not evaluated/observed in the Spring 2021 cycle. Oblique inference is made to similar practices employed in another, same-discipline course that received top ratings. As the context of this discussion is ‘self-assessment,’ disclosure of same practices in another course I instruct reveals encouraging outcomes, but not related numeric measures.]
Spring 2021 Course Demographics: Methods of Bible Study (required course in the curriculum).
- 11 total students (5 female; 6 male)
- 11 completing course
- 11 passing course
- Grade distribution (undisclosed in this report with respect to FERPA); average final grade: (85.33%)
- Seven-week course: March 9, 2021-May 3, 2021 (holiday break from March 30 to April 5)
- Seven units total; one per week, Tuesday-Monday
Figure 3
This self-evaluation validates the three forms of presence are sustained at above-average levels throughout the course. Course structure and instructional practices are not episodic, contributing to teaching effectiveness and student satisfaction (per student course evaluations). Current practices are a fine baseline for future enhancements!
TRAJECTORIES FOR IMPROVEMENT
Laying out the course structure in a presentation is helpful for communicating what and how to go about learning – students learn about how to learn. Video overviews at the beginning of each week’s material provide structure for what to cover, what to emphasize, etc., facilitating efficient learning. In fast-paced courses, students appreciate knowing what to give attention to.
Though audio-visual supplements are used in my course, they are not part of the MCO, and consequently not used by other instructors, who may supplement with their own materials. Common learning experiences across all sections of the course remains intact by virtue of a static MCO. The present MCO, however, is heavily text-laden.
Various software tools will potentially enhance cognitive presence of a course, emphasizing active learning. H5P software, as well as Rise 360 are two examples. The first aims to actively engage students (for example, in drag and drop exercises, terms, and context; or as spot checks embedded in videos and Power Points. Students get immediate feedback on how well they complete the assignment, and they further gain visual perspective of relationships in the material. Interactive diagrams utilize pictures; information buttons highlight the main features of the diagram. The same can be said for features of Rise 360; both visual enhancement and interactive learning options are numerous, including mini lecture spots tied to photos, presentations, links, YouTube music, etc. The point stressed with these examples is that learning need not occur exclusively via text-heavy options.
Enhancing visual appeal is a must. In the ‘re-development’ of the online course materials, some activities supporting evidence of instructor presence will become static features of the course, likely measured under cognitive presence. Automation will streamline administration and appearance. Such changes, though, must avoid the perception of a minimized instructor role.
The heart of the course is student-centered engagement! This is the arena where cognitive and instructor presence meet. Any future structure or instructional changes should consider the impact on this vital aspect of the online learning experience.
RESOURCES
Bloom’s Taxonomy; [numerous diagrams available via standard search engine]
Debelak, Robert. “BIBL 261-DOL1, Spring 2021, Session D,” Lee University Moodle Learning Management System. https://moodle.leeuniversity.edu/ Accessed September 10, 2021.
_____. “In Their Own Words,” www.sway.com Accessed March 2, 2021.
Palmer, Parker. The Courage to Teach. San Francisco, CA: Jossey-Bass, 1998.
Quality Matters Organization. www.qmprogram.org Accessed April 14, 2021.
Stavredes, Tina. Effective Online Teaching. San Francisco, CA: Jossey-Bass, 2011.
RESOURCES TO EXPLORE
