Abstract:

Online learning can be challenging as students may feel isolated or intimidated by the self-regulatory requirements of the environment. In addition, the instructor may find it difficult to create relationships that promote trust in this context. Instructor presence, as presented by the Community of Inquiry Model, suggests that there are three areas of presence that must be applied to create an environment that is both satisfying to the students and the instructor: teaching, social, and cognitive. These facets of strategy applications can increase the potential for student success, retention, and satisfaction and is sustainable.

In addition, teaching in the online platform requires a different type of presence than the traditional classroom. The online environment can feel less inviting, intimidating, and overwhelming to both the learner and the instructor. To provide effective instruction in the online setting, teaching, social, and cognitive presence are essential. Without these elements, student and program success rates will suffer. Student enrollment in online classes continues to grow. Instructor presence has been shown to increase retention rates, decrease failure rates, and improve student satisfaction.

The findings in this action research suggest that instructors can promote engagement in the online classroom to increase student success and satisfaction. The strategies and results of the applications will be shared to support online instructors across the globe in improving student and instructor outcomes.

Keywords:

Community of Inquiry, CoI, Retention, Success, Satisfaction, Engagement, Faculty Development, Instructor Presence, Online Learning, Online Teaching.