Open AccessExploring Value Variations in Instructor Presence Techniques for Online Students
Author(s) -
Sarah Robertson,
John Steele,
B. Jean Mandernach
Publication year - 2021
Publication title -
insight
Language(s) - English
Resource type - Journals
eISSN - 1933-4869
pISSN - 1933-4850
DOI - 10.46504/16202101ro
Subject(s) - connection (principal bundle) , value (mathematics) , phone , psychology , computer science , mathematics education , multimedia , engineering , linguistics , philosophy , structural engineering , machine learning
This study sought to define and measure online undergraduate students' perceived value of instructor presence techniques across five communication mediums per pedagogical goal (connection to course content, connection to classmates, connection to the instructor, foster interest, and facilitate immediate feedback). Students found personalized written messages from an instructor (M=4.61) as most valuable due to their ability to provide immediate feedback. Interactive phone calls (M=3.24) were the least valuable in the area of familiarity. Results indicate all instructor presence techniques had value, but some were more valuable than others.