Teacher presence, or the visibility of a teacher in an online course or unit, is advocated as a critical aspect of engaging, supporting and retaining students in online learning environments (Baker, 2010; Garrison, Anderson, & Archer, 1999; Lynch, 2016; Stone, 2017). This aspect of course delivery is particularly crucial for learners who are new to higher education and unfamiliar with academic discourses and conventions. Yet, the effects of improving teacher presence in units with diverse, non-traditional student cohorts requires ongoing investigation (Signor & Moore, 2014). The purpose of this presentation is therefore twofold: to demonstrate practical techniques for enhancing online teacher presence; and to highlight the resultant gains in student satisfaction observed in two large, online units delivered through SCU's Preparing for Success Program (PSP). Drawing on Hellmundt and Baker s (2017) GEMS model for enhancing student engagement, and Salmon s (2011) e-moderating model for facilitating online discussion, the unit assessor for these units implemented an array of techniques designed to humanise the teacher and clarify assessment expectations. These strategies included: short video messages; interactive methods in Collaborate tutorials; deliberate use of warm and approachable language alongside images designed to encourage and inspire; and discussion summarising techniques. Additionally, assessment tasks were repeatedly modelled for students in online tutorials and unit discussion boards. The overarching aim of these techniques was to achieve a teacher presence that was obvious, supportive, encouraging and professional (Stone, 2017, p. 8), while providing guidance appropriate for adult learners. A notable improvement to student satisfaction was subsequently observed in both units, illustrating the positive effects that can result from enhancing teacher presence in units with diverse student cohorts.
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