#Openteach: professional development for open online educators
About This Book
3.1 How to promote presence in your course As we have already explored, students and educators can feel isolated while learning and teaching online. Encouraging students and educators to engage socially right from the start of the course is one way to help overcome this. In this section we explore a number of ways that educators can start and maintain presence. Once students and educators get to know a little about each other, and in particular about their desires and expectations from the cours
| Category | technology |
|---|---|
| Subject | Higher education, tertiary education, Open learning, distance education, Educational equipment and technology, computer-aided learning (CAL) |
| Year | 2023 |
| Authors | |
| Chapters | 28 |
| Word Count | |
| Price | |
| License | Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/ |
Chapters
- 3.1 How to promote presence in your course
- Dr Orna Farrell is Assistant Professor specialising in online and blended educat
- 2.2 Starting to teach online
- 2.4 What are the competencies of an online educator?
- 2.5 How to facilitate an online course
- 4.2 Promoting interaction in the online classroom
- 4.4 Mícheál’s dilemma
- 5.3 Using discussion forums effectively
- Primary Navigation
- 6.1 Effective practice for collaborative activities
- 6.2 Ideas and examples of collaborative activities
- 6.3 Aine’s dilemma: group role play activity
- 6.4 Tools and Resources for Collaboration
- 7.2 Educator and student perspectives
- 7.3 How to support online students
- 7.5 Tools and resources for supporting students
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- 8.2 Icebreaker: 2 truths and a lie
- 8.4 Icebreaker: Time Travel
- 8.5 Student support: Hanging on through the Midway Blues
- 8.6 Student support: Icon: I can
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- 8.15 Collaboration: Virtual ethics committee
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