The Power of Presence
The job of an online instructor is multilayered. Our data
show that many NCVPS teachers see value in all aspects
of the Social Presence Model. Survey responses reiterated
that all of its components must be present for the environ-
ment to work. Nearly 97% of teachers identified instructor
involvement more than any other aspect of the model as
important or very important. Those instructors clearly see
themselves as playing a vital role in the course community,
and the impact does not stop at the online classroom. In
fact, more than 95% of NCVPS teachers surveyed agreed
that teaching in an online learning environment has af-
fected their face-to-face practice, and in the vast majority
of cases, for the better. As one NCVPS instructor put it,
connectedness in her online course has directly affected
her connectedness with her face-to-face students:
Since teaching online, I have come to understand the
barriers that students believe exist between themselves
and their teachers. I now distribute my cell phone
number for text messages from face-to-face students
and it is great. On snow days or when they are sick or
just need a quick question asked, they can ping me . . ..
As virtual schools gain popularity and utility, we must
remember the power of presence and the importance of
building connectedness online for increased student learning and engagement.
Amy Garrett Dikkers is an assistant professor of edu- cational leadership at the University of North Carolina t Wilmington, USA. Her professional interests include preparation of educational leaders and the use of tech- nology-enhanced and online learning in K– 12 and higher education.
Aimee Whiteside is an assistant professor at the Uni- versity of Tampa, Florida, USA. She teaches first-year writing, technical writing, and information design. Her esearch interests include the social aspects of learning, online and blended learning environments, and technical communication.
Somer Lewis is a teacher-in-residence for the Watson School of Education at the University of North Carolina t Wilmington. She has worked for North Carolina Virtual Public School as a teacher, course lead, and course developer.
