Teaching presence

Teaching presence

Where can teaching happen?

You are not teaching me anything. Where are your lectures? How am I supposed to learn this material?

Teaching online can look very different from the traditional face-to-face teaching that you may be accustomed to.  In this course, we are utilizing a more learnING-centered approach than a learnER-centered approach.  This means that learning becomes a collaborative process where the instructor and the students work together to share in the teaching responsibilities.  As a doctoral student, you bring a unique perspective to the course that can enrich the learning of the other students in the course, just as they also bring diverse and unique perspectives to the course that will enhance your own learning.  Consider the Community of Inquiry model below:

What can teaching look like?

Components of Teaching Presence

If we break down teaching presence into 3 separate categories, we can further see what teaching can look like in an online education environment.


Examples include:

  • Setting curriculum - the instructor establishes readings and assignments for the the course.
  • Designing methods - the instructor provides clear instructions on how to participate in course discussion board assignments.
  • Establishing time parameters - the instructor clearly communicates dates and times for which assignments are due.
  • Utilizing the medium effectively - the instructor enables the student to take advantage of all of the tools in the online environment with directions on use of the discussion board.


Examples include:

  • Identifying areas of agreement & disagreement - the instructor and other students provide clarification and feedback through discussion board responses and questions.
  • Seeking to reach consensus - the instructor and other students guide the class toward agreement and understanding through discussion board feedback to assist learning.
  • Reinforce student contributions - the instructor and other students provide positive or instructive feedback in response to student discussion board submissions.
  • Drawing in participants, prompting discussion - the instructor poses questions to advance understanding and provides content to further explain the concepts under study.


Examples include:

  • Presenting content and questions - the instructor provides readings and question prompts to facilitate learning.
  • Focus the discussion on specific issues - the instructor provides group feedback to point out strengths and weaknesses in the class discussion.
  • Confirm understanding - the instructor and other students provide feedback on discussion board posts to assist in learning.
  • Inject knowledge from diverse sources - the instructor and other students provide information from outside sources and further related content as well as their own personal experiences in discussion board posts.

In the online philosophy of science course, who is exhibiting teaching presence?

Please select all that apply.

  • The instructor
  • The student taking the course
  • The student's classmates also taking the course

How can I feel satisfied that I am learning in an online environment?

Reflect and offer your feedback below as it pertains to your learning needs.

What can my instructor do to help facilitate my learning in a collaborative online environment?

Provide your feedback to the instructor below.