Current research is finding that the creation of a sense of presence in online learning can enhance the learner-instructor relationship, produce a richer social atmosphere, develop a climate for high level inquiry and critical thinking, and generate a sense of the learners and instructor being together in the online classroom.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/2942

Rosemary, M. Lehman

Simone, C.O.

SocioEconomic Challenges Journal (Sumy State University)

THINKING, FEELING, AND CREATING PRESENCE IN THE ONLINE ENVIRONMENT 
Rosemary M. Lehman1,*, Ph.D., Distance Learning Consultant 
Simone C.O. Conceição2,**, Ph.D., Associate Professor 
1eInterface 
2University of Wisconsin-Milwaukee 
*rosemarylehman@me.com 
**simonec@uwm.edu 
 
In the traditional face-to-face classroom, learners are with the instructor and other learners in the 
same space with a clear sense of time and proximity. In this situation, the feeling of presence is 
easily perceived because learners, the instructor, and other learners are together within four walls. In 
the online classroom, however, the feeling of presence is elusive: there are no boundaries of space or 
place; time is flexible; learners, instructor, and other learners are separated; the use of the senses 
requires adaptation; the type of interaction needs to be rethought; and instructional planning needs to 
be intentional and planned in advance. 
Current research is finding that the creation of a sense of presence in online learning can enhance 
the learner-instructor relationship [1], produce a richer social atmosphere, develop a climate for high 
level inquiry and critical thinking [2], and generate a sense of the learners and instructor being 
together in the online classroom [3]. 
Creating a sense of presence doesn’t just naturally happen, however. It is, rather, the result of 
awareness, understanding, intentional planning and design, and active involvement through 
experience on the part of the learner, the instructor, and other learners. In this environment, everyone 
needs to think, feel, and create a sense of presence. In this presentation, we discuss the importance of 
being aware of and understanding presence, what is known about presence, what a sense of presence 
is, what presence looks and feels like, and how presence can be created. Finally, we employ a 
framework, shown in the Figure 1, to illustrate the dynamic interplay of thought, emotion, and 
behavior that the learner experiences, and how this relates to implications for practice and 
recommendations for future research. 
 
 
 
Figure 1 – Framework for Designing Online Courses with a Sense  
of Presence [4] 
 
References: 
1.  Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the online 
classroom. San Francisco, CA: Jossey-Bass Publishers.  
2.  Garrison, D. R., Anderson, T., & Archer, W. (2003). A theory of critical inquiry in online distance 
education. In M. G. Moore & W. G. Anderson  (Eds.), Handbook of Distance Education. 113-127. 
Mahwah, NJ: Lawrence Erlbaum Associates. 
3.  Ijsselsteijn, W. A., de Ridder, H., Freeman, J., & Avons, S. E. (2000). Presence: Concept, determinants, 
and measurement. In Human Vision and Electronic Imaging Conference. Proceedings of the International 
Society for Opcal Engineering, 3959, 520-529.   
4.  Lehman, R., & Conceição, C. O. (2010). Creating a sense of presence in online teaching: How to “be 
there” for distance learners. San Francisco: Jossey-Bass. 
 
Електронні засоби та дистанційні технології для навчання протягом життя : тези доповідей  
VIII Міжнародної науково-методичної конференції, м. Суми, 15–16 листопада 2012 р. – 
Суми : Сумський державний університет, 2012. – 148 с. 
 


English

Thinking, feeling, and creating presence in the online environment

Electronic Sumy State University Institutional Repository

THINKING, FEELING, AND CREATING PRESENCE IN THE ONLINE ENVIRONMENT Rosemary M. Lehman1,*, Ph.D., Distance Learning Consultant Simone C.O. Conceição2,**, Ph.D., Associate Professor 1eInterface 2University of Wisconsin-Milwaukee *rosemarylehman@me.com **simonec@uwm.edu  In the traditional face-to-face classroom, learners are with the instructor and other learners in the same space with a clear sense of time and proximity. In this situation, the feeling of presence is easily perceived because learners, the instructor, and other learners are together within four walls. In the online classroom, however, the feeling of presence is elusive: there are no boundaries of space or place; time is flexible; learners, instructor, and other learners are separated; the use of the senses requires adaptation; the type of interaction needs to be rethought; and instructional planning needs to be intentional and planned in advance. Current research is finding that the creation of a sense of presence in online learning can enhance the learner-instructor relationship [1], produce a richer social atmosphere, develop a climate for high level inquiry and critical thinking [2], and generate a sense of the learners and instructor being together in the online classroom [3]. Creating a sense of presence doesn’t just naturally happen, however. It is, rather, the result of awareness, understanding, intentional planning and design, and active involvement through experience on the part of the learner, the instructor, and other learners. In this environment, everyone needs to think, feel, and create a sense of presence. In this presentation, we discuss the importance of being aware of and understanding presence, what is known about presence, what a sense of presence is, what presence looks and feels like, and how presence can be created. Finally, we employ a framework, shown in the Figure 1, to illustrate the dynamic interplay of thought, emotion, and behavior that the learner experiences, and how this relates to implications for practice and recommendations for future research.    Figure 1 – Framework for Designing Online Courses with a Sense  of Presence [4]  References: 1.  Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the online classroom. San Francisco, CA: Jossey-Bass Publishers.  2.  Garrison, D. R., Anderson, T., & Archer, W. (2003). A theory of critical inquiry in online distance education. In M. G. Moore & W. G. Anderson  (Eds.), Handbook of Distance Education. 113-127. Mahwah, NJ: Lawrence Erlbaum Associates. 3.  Ijsselsteijn, W. A., de Ridder, H., Freeman, J., & Avons, S. E. (2000). Presence: Concept, determinants, and measurement. In Human Vision and Electronic Imaging Conference. Proceedings of the International Society for Opcal Engineering, 3959, 520-529.   4.  Lehman, R., & Conceição, C. O. (2010). Creating a sense of presence in online teaching: How to “be there” for distance learners. San Francisco: Jossey-Bass.  Електронні засоби та дистанційні технології для навчання протягом життя : тези доповідей  VIII Міжнародної науково-методичної конференції, м. Суми, 15–16 листопада 2012 р. – Суми : Сумський державний університет, 2012. – 148 с.  

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Thinking, feeling, and creating presence in the online environment

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