Exploring Value Variations in Instructor Presence Techniques for Online Students

Abstract

This study sought to define and measure online undergraduate students’ perceived value of instructor presence techniques across five communication mediums per pedagogical goal (connection to course content, connection to classmates, connection to the instructor, foster interest, and facilitate immediate feedback). Students found personalized written messages from an instructor (M=4.61) as most valuable due to their ability to provide immediate feedback. Interactive phone calls (M=3.24) were the least valuable in the area of familiarity. Results indicate all instructor presence techniques had value, but some were more valuable than others.