{"id":733,"date":"2021-01-14T21:09:19","date_gmt":"2021-01-14T21:09:19","guid":{"rendered":"http:\/\/sites.msudenver.edu\/socialwork\/?page_id=733"},"modified":"2021-01-14T21:10:59","modified_gmt":"2021-01-14T21:10:59","slug":"evaluate-your-presence-as-an-online-instructor-guide","status":"publish","type":"page","link":"https:\/\/sites.msudenver.edu\/socialwork\/tools\/evaluate-your-presence-as-an-online-instructor-guide\/","title":{"rendered":"Evaluate your presence as an online instructor guide"},"content":{"rendered":"

How to Engage Your Online Students \u2013Building Instructor Presence<\/strong><\/h1>\n

In any online class you can expect many students will begin equipped with beneficial habits related to interacting with you, and with the materials you\u2019ve provided. However, there will also be students who have adapted to expect little to no instructor involvement as well as those who have never taken an online class. The fastest way for students to disengage in an online course is when they feel lost or confused and have no understanding or expectation for how to receive guidance. How do you ensure that all students in your course feel supported and understand how to engage with you, other students, and the content of the learning experience? Instructor presence. Your presence is essential even though you aren\u2019t in the room with them. The following guide helps ensure students understand your plan for their learning; how they should expect to engage with you and their classmates; and how to access materials when they need them. Please remember that there is no one way to teach an online course.<\/p>\n\n\n\n\n\n\n\n
What could be improved? <\/strong><\/td>\nPerformance Standards<\/strong><\/td>\nWhat is going well?<\/strong><\/td>\n<\/tr>\n
<\/td>\n1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>How do you help students understand the course plan?<\/strong><\/p>\n

When students understand the course plan, it lowers their affective filter and allows them to engage in the content of the class. They can observe your presence in the updated and personalized content & structure present in your course. If they don\u2019t understand course structure or organization and see past dates, or outdated content, it can prevent them from being active participants in learning course content and dismissive of instructor engagement.<\/td>\n

<\/td>\n<\/tr>\n
<\/td>\n2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>How do you earn and maintain student attention?<\/strong><\/p>\n

Students may disengage with the course if they feel that their instructor is not involved.\u00a0 A professor that engages regularly, creatively, and clearly with students earns their attention, and helps them to stay attentive as they participate in the course.<\/td>\n

<\/td>\n<\/tr>\n
<\/td>\n3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Do students have what they need when they need it?<\/strong><\/p>\n

When students have questions in an online environment, it can be frustrating for them not have access to an answer that will help them move forward with their work.\u00a0 Providing a variety of ways for them to get the help they need when they need it can help them succeed in the course, build relationship, and maintain their commitment to higher education.<\/td>\n

<\/td>\n<\/tr>\n
<\/td>\n4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>How do students know you are present in the course?<\/strong><\/p>\n

Students want to know that their instructor is putting effort into the course.\u00a0 There are many ways this could manifest but ensuring that students know their instructor is present helps them succeed. Think about how you want students to perceive your involvement, availability, and expertise.<\/td>\n

<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

**This guide is meant to be exploratory, conversational, and longitudinal. As you design, review, and improve your course, you can go through this guide by asking the questions and writing down answers. It works with new and experienced instructors, different disciplines, and diverse learning modalities.<\/p>\n

Examples of Evidence-Based Practices<\/h3>\n
    \n
  1. How do you help students understand the course plan?<\/strong><\/li>\n<\/ol>\n