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Investigating teacher presence in courses using synchronous videoconferencing

Rehn, N., Maor, D.ORCID: 0000-0002-0743-4755 and McConney, A. (2016) Investigating teacher presence in courses using synchronous videoconferencing. Distance Education, 37 (3). pp. 302-316.

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This research examines teacher presence in high school distance courses that are delivered by synchronous videoconference. In rural and remote areas, many school districts are using videoconferencing as way to reach dispersed students. This collective case study uses mixed methods to unpack the notion of presence from the perspective of teachers and their students. This study reports four key findings which have implications for building presence in a videoconference course: teachers’ confidence and experience aligned with higher presence; teaching videoconference and face-to-face classes simultaneously led to challenges with developing presence; immediacy behaviors correlated with higher presence; and, students’ learning preference related to perceived teacher presence. These findings confirm many of the issues raised in the literature about technology integration but also contribute new perspectives on teaching presence in a videoconference.

Item Type: Journal Article
Murdoch Affiliation(s): School of Education
Publisher: Taylor & Francis
Copyright: 2016 The Authors
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