Engaging Urban Online Students Through Instructor Social Presence
Roseanne Macias, Terry Inglese, University of California, Santa Barbara, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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.
Macias, R. & Inglese, T. (2010). Engaging Urban Online Students Through Instructor Social Presence. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 691-698). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).