You are here:

Best Practices in eLearning that Increase Social Presence and Teacher Immediacy in Large Blended Classes
PROCEEDINGS

, , University of Central Florida, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Many institutions of higher learning are looking to implement improvements in its educational offerings that they believe will increase accessibility, enrollments, and decrease costs. These strategies include increasing class sizes for face-to-face courses, creating flexible scheduling with blended courses, and moving traditional instructional content to the Web. We suggest that these processes do not have to be orthogonal. In fact, they can actually inform one another. Social presence and teacher immediacy happen to be issues that confront all faculty who teach face to face and online. Both require changes in instructional strategies and transformation of the curricula. This paper presents the findings from the literature and various attempts the authors made to find ways to increase motivation, retention, and social presence in large, blended classes.

Citation

Gunter, G. & Kenny, R. (2010). Best Practices in eLearning that Increase Social Presence and Teacher Immediacy in Large Blended Classes. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1732-1737). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 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