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Fostering First-Year Students' Perceptions of Teacher Presence in the Online Classroom via Video Lectures

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The purpose of this study is to examine the impact of instructor-generated video lectures as means of increasing students' perceived teacher presence within the online classroom. Additionally, students' survey results were used to measure the differential value of teaching presence for instructor-generated, personalized versus non-personalized video supplements. A between-groups comparison of students' perceptions of teaching presence revealed no significant differences in these perceptions as a function of whether students viewed a video lecture that was personalized by their instructor or a non-personalized equivalent. Despite the lack of a quantitative difference, students were more likely to view personalized video lectures, and qualitative results revealed a strong preference for videos that fostered a personalized connection. Findings suggest first-year students in online courses may benefit from the sense of connection and community that personalized instructional supplements provide.
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Document Type: Research Article

Publication date: September 1, 2017

More about this publication?
  • The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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