WEEK2-PLEASE RESPONSE/AGREE/DISAGREE TO MY CLASSMATE

CLASSMATE 1

Week 2:  Teaching and Learning in an Online Community

Review this week’s lesson and readings. After your review of the Communities of Interest Framework (social presence, cognitive presence, and teaching presence), identify one presence and explain how you would apply the characteristics in your teaching to impact learner engagement and persistence across an academic or clinical setting.

For this discussion, I chose to explain the social presence in online, clinical, and classroom teaching. Cognitive and learning presences create focus and knowledge building, but without social presence well, structured and articulated efforts will go unnoticed.  According to Billing and Halstead (2021), social presence embodies an environment that promotes the building of students within an identified community. There is an atmosphere of openness, respect, honesty, relevance, respect, and empowerment (Billings & Halstead, 2021). The educator and student thrive in an environment of interaction that fosters respectful and timely constructive feedback (Billings & Halstead, 2021). 

As a nurse educator, I would implement social presence in academic, online, and clinical settings by using one-on-one engagement, role play, case studies, and an asynchronous environment using video conferencing for feedback.

One-on-one engagement would allow for getting-to-know-you sessions. This session focuses on the learner’s expectations and the educator’s learning outcomes and goals with an overall assessment of the learner’s needs and unique circumstances. The educator creates a caring presence and can assess the learners’ responses. 

An asynchronous environment allows learning flexibility and applying an adult learning theoretical framework. Social presence empowers learners by enabling students to engage and interact while mastering content. Researchers evaluated the student engagement in an eight versus 16-week online course and found that longer duration provides for community building and more excellent rapport (Tiedt et al., 2021). The challenges of the online environment with learner engagement are essential in maintaining social presence. Rhim and Han (2020) suggest that transactional presence is vital in maintaining social presence. To achieve this, as an educator, I would implement role-play and case studies discussions allowing more significant student interaction and community building.  Using such strategies allows for more interaction, participation and student to student  and educator to student engagement and social presence. Interestingly, Grech (2022) suggested that building a synchronous video-based learning environment was more engaging among students than asynchronous text-based communication. Feedback interactions with student and educator is an essential component of online presence. For learner feedback, Lowenthal et al. (2022) suggests investing in the perceptions of video feedback which can prove more engagement over text feedback allowing more thoughtful student and educator engagement. 

In summary, the DNP-prepared nurse educator understands that creating an enriching social presence allows for intentional learner and educator engagement.

References

Billings, D., & Halstead, J. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier. 978-0323554725 

Grech J. (2022). Social Presence and Satisfaction in Asynchronous Text-Based Communications in Online Nursing Education: A Comparison With Synchronous Video Communications. Nursing Education Perspectives, 43(3), E13–E15. https://doi.org/10.1097/01.NEP.0000000000000915

https://pubmed.ncbi.nlm.nih.gov/34966079/ (Links to an external site.)

Lowenthal, P. R., Fiock, H. S., Shreaves, D. L., & Belt, E. S. (2022). Investigating students’ perceptions of screencasting style of video feedback in online courses. TechTrends : for Leaders in Education & Training, 66(2), 265–275. https://doi.org/10.1007/s11528-021-00665-x

https://pubmed.ncbi.nlm.nih.gov/34568876/ (Links to an external site.)

Rhim, H. C., & Han, H. (2020). Teaching online: foundational concepts of online learning and practical guidelines. Korean Journal of Medical Education, 32(3), 175–183. https://doi.org/10.3946/kjme.2020.171

https://pubmed.ncbi.nlm.nih.gov/32894921/ (Links to an external site.)

Tiedt, J. A., Owens, J. M., & Boysen, S. (2021). The effects of online course duration on graduate nurse educator student engagement in the community of inquiry. Nurse Education in Practice, 55, 103164. https://doi.org/10.1016/j.nepr.2021.103164

https://pubmed.ncbi.nlm.nih.gov/34371480/

CLASSMATE 2

NR 723 Week 2 Discussion

Teaching and Learning in an Online Community

September 2022

As nurse educators, we are challenged with creating quality learning experiences both within the on-ground and online environments. Social presence is an essential component of the online/hybrid classroom. Teaching presence and engagement are crucial elements as distance education becomes increasingly common (Padilla & Kreider, 2018).

Jiang and Koo (2020) explain that social presence combines elements of emotional presence, connecting peers and faculty. This is beneficial to engaging and motivating peers and instructors alike. Connections create a safe environment where sharing of ideas and learning can take place. Student-centered pedagogical approaches provide ways to engage the learner in autonomy and independence and require self-discipline (Zhou et al., 2019). The focus on students’ perceptions connects to social, as well as emotional presence. To grow in the learning community with the idea of social presence, student-centered environments need to take place to be congruent with the sharing of ideas and discussions. Rayens and Ellis (2018) explain that the instructor’s job is to prepare an environment that is conducive to the safe sharing of ideas and discussions. Students were expected to take responsibility for their learning and participated in preparing discussion content and facilitation. Emotional presence connects the classroom with peers and instructors.

Reference

Jiang, M., & Koo, K. (2020). Emotional presence in building an online learning community among non-traditional graduate students. Online Learning, 24(4), 93-111. http://dx.doi.org/10.24059/olj.v24i4.2307 (Links to an external site.)

Padilla, & Kreider, K. E. (2018). Community of inquiry framework for advanced practice nursing students. Journal for Nurse Practitioners, 14(5), e87–e92. https://doi.org/10.1016/j.nurpra.2018.02.001 (Links to an external site.)https://chamberlain.primo.exlibrisgroup.com/permalink/01CUCON_INST/f6kb8f/cdi_proquest_journals_2032714738 (Links to an external site.)

Zhou, X., Chen, L. H., & Chen, C. L. (2019). Collaborative learning by teaching: A pedagogy between learner-centered and learner-driven. Sustainability, 11(4), 1174.