The document discusses an instructor's efforts to improve online course content through enhanced digital content. Specifically: 1) The instructor received a grant to integrate audio and video into an online communication class and led a faculty group focused on improving student research skills. 2) Effective online learning requires establishing communication between instructors and students. This involves cognitive presence where students construct meaning, social presence where the instructor is visible, and instructional immediacy through verbal and non-verbal cues. 3) For their classes, the instructor decided to incorporate more audio, video, interactive elements and regular feedback to improve cognitive, social and instructional presence online.

1. Creating Online Digital Content for
Enhanced Instructor Presence and
Improved Student Engagement
Kim Lewis
Lord Fairfax Community College

2. Tasks for 2012-2013
• Received VCCS grant to integrate audio and
video digital content into my Survey of
Communication class (CST 110).
• Facilitated Faculty Learning Community
(FLC), which focused on improving student
ability to conduct and document research.
The final goal was to produce a deliverable
that would help accomplish this goal.
• Personal decision to redesign online Survey
of Western Culture classes (HUM 201 and
HUM 202).

3. The Starting Point
• “Instructors and students must
establish effective
communication partnerships
while engaged in online
learning” (Hodges & Cowan,
2012).
• What does “establish effective
communication partnerships”
entail?

4. Online Learning Terms:
Cognitive presence: the way students
construct meaning (Garrison, Anderson, &
Archer, 2001)
 Experiencing Dissonance;
 Obtaining knowledge;
 Collecting, synthesizing and
incorporating ideas.
We tend to focus on this aspect of the
online environment, but it cannot stand
alone.

5. Online Learning Terms
Social presence: the virtual “visibility” of the
instructor as perceived by the learner
 Timely text interaction (participating in
online discussions, responding to emails,
etc.);
 Digital messages (audio and video).
Students have higher levels of satisfaction
when instructors demonstrate a social
presence (Garrison & Cleveland-Innes, 2005;
Lowenthal & Dunlap, 2011; Richard & Swan,
2003).

6. Online Learning Terms
Instructional immediacy -- behavior that
brings the instructor and the students closer
together.
 Non-verbal immediacy includes behaviors
such as smiling, gesturing and eye contact;
 Verbal immediacy includes behaviors such
as using humor and encouraging student
discussion.
This is the catalyst for student motivation,
active learning, participation and
achievement of learning. (Du, Havard, & Li,
2005; Lam, Cheng, & McNaught, 2005)

7. Online Learning Terms
Instructional immediacy online:
• Verbal: Asking questions, using self-
disclosure, addressing students by name,
using inclusive personal pronouns (we, us),
responding frequently to students, offering
feedback;
• Non-verbal: Visual cues (e.g., color,
graphics, or an instructor‟s picture) signal
expressiveness, accessibility and
engagement, and politeness. (O‟Sullivan,
Hunt, & Lippert, 2004).

8. The Take Away
• My digital environments need to have cognitive
presence.
 I need to facilitate learning in a clear and concise
manner through clear exercises, meaningful
assignments, etc.
• My digital environments need to have social
presence.
 I need to be regularly and obviously online, both
through my interaction with the students and my
personality in the class environment.
• My digital environments need to signal
instructional immediacy.
 I need to show that I an am positively engaged
through verbal and non-verbal cues.

9. The Decisions for Classes/FLC
 Continue to integrate discussion boards and
group work in the classes;
 Continue to demonstrate a clear commitment to
student feedback;
 Incorporate some self-revelation, similar to what I
might reveal in a traditional class;
 Have attractive course websites that reflect
personality and course content;
 Incorporate audio as often as
possible, particularly on class assignments;
 Incorporate video with audio overlay, particularly
for class lectures.

10. HUM 201

11. HUM 202

12. CST 110
 Seasonal banners
 Audio assignments (Total Recorder
and Camtasia)
 Video lectures with audio
assignments (Prezi and Camtasia)

13. Faculty Learning Community
 College banner;
 Video lectures with audio
assignments (PowerPoint and
Camtasia);
 Participatory experience with many
instructors;
 Interactive assignments and
quizzes.

14. Results
 HUM 201/202 in progress;
 CST 110 responses very favorable
– particularly at speech time;
 FLC – 70 students voluntarily
participating, focus group feedback,
end-of-term assessment.

15. Any Questions?
Thank you!