Teaching Presence: Co-Creating a Multi-National Online Learning Community in an Asynchronous Classroom
Cook School of Intercultural Studies
The pace of globalization coupled with growing institutional pursuit of online education means that online classes are increasingly composed of a multi-national, multi-ethnic, and multi-cultural student body. Teaching presence, which is the ability to structure the class, create the social environment, give instruction, and assess student work, is the basis for creating a community of inquiry in an online class where successful learning can occur. However, little is known about effective teaching presence in a multinational classroom. The purpose of this study was to examine my own efforts to co-create a social context in an online classroom that was welcoming and supportive to an extremely diverse student population enrolled in a graduate research methods course. Findings show that building student confidence, affirming student voice, and the strategic use of groups help create a climate of safety. Effective instructor techniques include setting up the class, having ongoing public and private interaction with students, giving effective feedback, and recognizing and valuing cultural differences
Teaching presence; Multi-national learning community; Community of inquiry
Journal of asynchronous learning networks
DOI of Published Version
Dzubinski, Leanne M., "Teaching Presence: Co-Creating a Multi-National Online Learning Community in an Asynchronous Classroom" (2014). Faculty Articles & Research. 570.