You are here:

Engaging Urban Online Students Through Instructor Social Presence
PROCEEDINGS

, , University of California, Santa Barbara, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Online course are becoming more prevalent in educational settings. But research has focused on traditional online students; students who are academically motivated, older, and not from ethnically diverse backgrounds. This ethnographic study focused on the ways that a novice online instructor of a course designed to support students in taking the California High School Exit Exam in English transformed her traditional classroom teaching practices to meet the needs of non-traditional students in an online setting. Findings show how the instructor adapted her lessons to make the content personally, developmentally, and culturally appropriate to non-traditional online students and developed a social presence in the online classroom.

Citation

Macias, R. & Inglese, T. (2009). Engaging Urban Online Students Through Instructor Social Presence. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2891-2898). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 26, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References