Teaching presence supports social and cognitive presence. It does this through:
Design of the educational experience:
- What material is selected at each level of study?
- How this material is organised both within the year and across years?
- How course content is presented (e.g. lectures, workshops, readings, student-generated, problem-based)?
- What learning activities are created (e.g. assignments-for-learning, peer observation, peer-feedback, collaboration)?
- What assignments and assessments are used in the course (e.g. formative, summative, coursework-based or end-of-course; are they assessments of learning or assignments for learning)?
- Setting a climate for learning (e.g. being supportive, encouraging attempts at understanding).
- Encouraging discussion (e.g. setting up opportunities for students to talk to each other, asking further questions instead of providing straight answer)
- Ensuring inclusivity and accessibility to ensure everyone is able to meet the learning outcomes.
When teaching presence facilitates social and cognitive presence successfully there is a greater likelihood that the learning outcomes of the course will be achieved.