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Online education has seen tremendous growth in higher education as more universities have started to offer different modalities of learning. As of 2014, it is estimated that over 28% of students enrolled at a higher learning institution completed some, if not all, of their coursework online (Allen & Seaman, 2016). While there is a considerable amount of research on online education and student engagement, the impact of instructor engagement has not been as thoroughly researched (Seaton, 2014). Furthermore, student perceptions on instructor engagement has not received significant attention in research. This is an important gap as overall, research shows that positive learning outcomes is strongly linked to student involvement, engagement, and their perception of belongingness (Schwehm, Saxton, & Stuckey, 2017). The ability to communicate in an effective manner is essential to developing rapport within the online classroom, facilitating relationships between students and instructor, completing tasks, and engendering a supportive and edifying community. Online communications frequently struggle to achieve these goals given the lack of face-to-face contact and real-time communication. This disconnect between students and instructors can further complicate this process, as the expectations and prospections of communications may not be clear to either party. As such, the purpose of this study was to investigate student perceptions of instructor communication within the discussion forum in an online classroom. The goal was to gain a better understanding of student expectation and perceptions of communication, and in return, online instructors can have the ability to create and develop improved online ABSTRACT

The Goldilocks Paradox: The Need for Instructor Presence but Not Too Much in an Online Discussion Forum