Faculty perceptions of online presence: intercultural considerations
Date
2023-10-30
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Publisher
Emerald Publishing
Abstract
Purpose: The Covid-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at least a part of the course’s delivery in the future. With that in mind, this study aims to explore the factors that influence teaching presence online and how these perceptions will guide teachers to adopt practices that will impact their presence accordingly. Given the changes implemented due to the pandemic, this study is essential to identify the significance of teaching and social presence in online classes. Design/methodology/approach: Semi-structured interviews were used to find answers to the posed research questions. Exploring the perceptions and experiences of four university teachers, this study, informed by the community of inquiry (CoI) model, investigated the impact of teaching and social presence on the online learning experience in higher education. Findings: The findings indicate that teachers acknowledged the importance of these two elements in teaching online. Moreover, the study investigates how teachers could establish teaching and social presence to enhance the online learning experience. Originality/value: The study explores teachers’ views on the importance of presence, their practices to achieve in an online learning environment and addresses a gap in the literature on “teaching presence from the educator’s perspective, [since] most studies exploring the student’s perspective” (Gurley, 2018, p. 200). © 2023, Emerald Publishing Limited.
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Keywords
Community of inquiry (CoI), Education e-learning, Higher education, Intercultural, Multicultural, Online learning, Student learning, Teacher perceptions, Teaching presence
Citation
Yousef, D., Takshe, A. A., & Contu, D. (2023). Faculty perceptions of online presence: intercultural considerations. Journal for Multicultural Education, 17(4), 458 - 472. https://doi.org/10.1108/JME-07-2022-0091