Fostering First-Year Students’ Perceptions of Teacher Presence in the Online Classroom via Video Lectures
Author(s): Steele, J. P., Robertson, S. N., & Mandernach, B. J.
Citation: Steele, J. P., Robertson, S. N., & Mandernach, B. J. (2017). Fostering First-Year Students’ Perceptions of Teacher Presence in the Online Classroom via Video Lectures. Journal of The First-Year Experience & Students in Transition, 29(2), 79-92.
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.