Teaching presence: Co-creating a multi-national online learning community in an asynchronous classroom

Abstract

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.