Presence+Experience: A Framework for the Purposeful Design of Presence in Online Courses
- 843 Downloads
In this article, we share a framework for the purposeful design of presence in online courses. Instead of developing something new, we looked at two models that have helped us with previous instructional design projects, providing us with some assurance that the design decisions we were making were fundamentally sound. As we began to work with the two models we noted that they could be overlaid to create a useful design framework for our efforts. The framework—what we refer to as the Presence+Experience (P+E) framework—merges the Community of Inquiry (CoI) model with Kolb’s experiential learning cycle. We used this framework to guide the redesign of Science, Technology, Engineering, and Mathematics (STEM) method courses for eLearning delivery.
KeywordsPresence Online eLearning Course design Community of inquiry Experiential learning STEM
- Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17.Google Scholar
- Dunlap, J. C., & Lowenthal, P. R. (2014). The Power of presence: Our quest for the right mix of social presence in online courses. In A. A. Piña & A. P. Mizell (Eds.), Real life distance education: Case studies in practice (pp. 41–66). Greenwich: Information Age Publishers.Google Scholar
- Dunlap, J. C., Dobrovolny, J. L., & Young, D. L. (2008). Preparing eLearning designers using Kolb’s model of experiential learning. Innovate, 4(4). [Available at http://www.academia.edu/3014989/The_e-Learning_Design_Program].
- Dunlap, J.C., Bose, D., Lowenthal, P.R., York, C.S., Atkinson, M., & Murtagh, J. et al (in press). What sunshine is to flowers: a literature review on the use of emoticons to support online learning. To appear in Emotions, Design, Learning and Technology. Elsevier.Google Scholar
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.Google Scholar
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice-Hall.Google Scholar
- Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles (pp. 227–247). New York: Lawrence Erlbaum.Google Scholar
- Lowenthal, P. R., & Dunlap, J. C. (2014). Problems measuring social presence in a community of inquiry. E-Learning and Digital Media, 11(1), 20–31.Google Scholar