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Does Teaching Presence Change Over Time?

, University of Southern Queensland, Australia ; , University of Calgary, Canada

Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)


This paper investigates ways in which pedagogical practice or teaching presence changes over time by sharing the experiences of two instructors as they move from teaching face-to-face to teaching online within a collaborative project. A self-study methodology provides the theoretical background where two instructors share their stories describing their perspectives and teaching presence based on five iterations of an international online collaborative project. Reflecting on their collaborative teaching and changes in their teaching presence, resulting student outcomes, and feedback from critical friends, the authors share their learning, impact of this work on learners, educators and the educational field, and subsequent implications.


Redmond, P. & Lock, J.V. (2011). Does Teaching Presence Change Over Time?. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 2231-2240). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from .

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