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).

中文翻译：

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教师对在线存在的看法：跨文化考虑

目的

Covid-19 大流行迫使教育机构迅速转向在线授课。即使疫情似乎已经结束，在线学习仍将继续构成未来课程交付的至少一部分。考虑到这一点，本研究旨在探讨影响在线教学的因素，以及这些看法将如何引导教师采取相应的影响其在线教学的实践。鉴于大流行造成的变化，这项研究对于确定在线课程中教学和社会存在的重要性至关重要。

设计/方法论/途径

使用半结构化访谈来寻找所提出的研究问题的答案。这项研究以探究社区 (CoI) 模型为基础，探讨了四位大学教师的看法和经验，调查了教学和社会存在对高等教育在线学习体验的影响。

发现

调查结果表明，教师承认这两个要素在在线教学中的重要性。此外，该研究还调查了教师如何建立教学和社交形象以增强在线学习体验。

原创性/价值

该研究探讨了教师对在线学习环境中存在感重要性的看法以及他们在在线学习环境中实现的实践，并解决了“从教育者的角度进行教学存在感”文献中的空白，[因为]大多数研究都在探索学生的观点（Gurley， 2018 年，第 200 页）。