Abstract:

Reducing transactional distance through diverse interactions still poses a significant challenge in online learning. One of the dimensions of this interaction is expressed in the 'presence' of the lecturer. This presence is important for the creation and maintenance of a learning community, satisfaction of the learners, their motivation for learning as well as the quality of the learning itself (Garrison, 2005). In this nationwide mix-method study, the quality components of online academic teaching were examined and characterized in the period of transition to full online learning following the corona crisis, with an emphasis on the student's perspective. We will present practices that increase the presence of the lecturer in the course, both on the pedagogical aspect and on the social-emotional aspect;

Four dimensions of instructional presence will be presented:
a) The pedagogical quality of the interaction, for example, the clarity of information transfer and increased learner involvement;
b) The emotional quality of the interaction, for example interpersonal skills;
c) Lecturer availability, such speed ​​of response;
d) Usability and ease of interaction, e.g. organization of the course website.

In addition, we will present some implications and recommendations regarding future quality academic online teaching, learning and assessment - at the level of the lecturer and at the level of the academic institution.

Keywords:

Online learning, Pre-service teachers, Transactional distance.