Calibrate teaching presence to student experience: encourage and challenge advanced students without being too directive¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the finding that teaching presence was highly variable and unrelated to metacognition, the article recommends that instructors in advanced online CBI courses adjust their facilitation to student differences. Citing Ertmer and Koehler (2014), it states an advanced graduate course "may require instructors to plan and implement regulation strategies by encouraging, supporting, and challenging advanced students without being too directive or authoritative," while instructors still need to support and train less experienced students so they gain the full benefit of CBI. Teaching presence may vary due to student differences in age, online learning experience, or comfort with online CBI.

Design Implications¶

Context¶

Requirements¶

• Instructor awareness of students' prior online learning experience and self-regulation capabilities

Constraints¶

• Students who rely only on instructor feedback and well-structured problems may not develop co-regulation skills; some students still need instructional encouragement and support

Target Learners¶

• advanced online graduate students
• less experienced online learners needing more support

Target Learning Goals¶

• metacognitive awareness and monitoring of the inquiry process
• co-regulated collaborative problem solving

Affordances¶

• Coi Framework Three Presences Metacognition Lens

Related Strategies¶

Examples¶

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Key Sources¶

• Sadaf, A., Kim, S. Y., & Olesova, L. (2022). Relationship between metacognition and online Community of Inquiry in an online case-based course. Online Learning, 26(4), 79-93. https://doi.org/10.24059/olj.v26i4.3474