Seven principles of good practice for the online environment
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CoI framework presences
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Instructional activities (Fiock. 2020, CC-BY; bronnen te vinden artikel)
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Student-teacher contact
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Social presence
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- Create a “Meet Your Classmates” section of your course where you and students introduce yourselves to one another (Richardson, Ice, & Swan, 2009).
- Develop initial course activities (e.g., ice breakers) to encourage the development of swift trust (Peacock & Cowan, 2016; Richardson et al., 2009).
- Model and encourage the use of verbal immediacy behaviors in interactions with students (Richardson et al., 2009).
- Encourage students to share experiences and beliefs in online discussion (Richardson et al., 2009).
- Encourage and support vicarious interaction (Richardson et al., 2009).
- Use short videos of yourself to introduce the course and particular topics (Richardson et al., 2009; Seckman, 2018).
- Consider including real time communications using applications such as chat, collaborative whiteboards, interactive video, text, or virtual messaging (Lowenthal & Dunlap, 2018; Richardson et al., 2009; Seckman, 2018).
- Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Richardson et al., 2009; Stephens & Roberts, 2017).
- Work within teams but change roles amongst students (Richardson et al., 2009).
- Explicitly introduce students to the importance of student-to-student interaction (Stewart, 2017).
- When possible, have course sizes with a smaller student-instructor ratio (Rovai, 2000).
- Consider conducting one-on-few coaching and mentoring; online course orientations (Lowenthal & Dunlap, 2018; Rovai, 2000).
- Have dedicated discussion for course introductions to help build a sense of community (Rovai, 2000).
- Provide opportunities for student and teacher profiles within learning management system (Lowenthal & Parscal, 2008).
- Incorporate audio and video within the course content (Lowenthal & Parscal, 2008; Seckman, 2018).
- Share personal stories, professional experiences, and use emoticons (Lowenthal & Parscal, 2008).
- Address students by name (Lowenthal & Parscal, 2008).
- Make many human connections early in the course to ensure all students feel comfortable communicating with you and each other (Dunlap & Lowenthal, 2018).
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Cognitive presence
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- Use content and process scaffolds to support discourse behaviors (Richardson et al., 2009).
- Reflect on student-teacher interactions (Redmond, 2014).
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Teaching presence
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- Provide frequent opportunities for both public and private interactions with students (Richardson et al., 2009).
- Design diverse, graded activities to be completed every week (Richardson et al., 2009).
- Explicitly introduce students to the importance of student-to-student interaction (Stewart, 2017).
- Prepare for timely return of assignments and prompt response to students in email, chat, or discussion (Watson, Bishop, & Ferdinand-James, 2017).
- Be active in discussion boards; however, be aware that posting instructor ideas too soon can stop student discussion (Watson et al., 2017).
- When possible, have course sizes with a smaller student-instructor ratio (Rovai, 2000).
- Limit class size (Lowenthal & Parscal, 2008).
- Promptly answer email (Lowenthal & Parscal, 2008).
- Show your character; personality is a good thing (Dunlap & Lowenthal, 2018).
- Have a sense of humor and share it if and when appropriate (Dunlap & Lowenthal, 2018).
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Cooperation among students
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Social presence
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- Develop initial course activities (e.g., ice breakers) to encourage the development of swift trust (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
- Model and encourage the use of verbal immediacy behaviors in interactions with students (Richardson et al., 2009).
- Encourage students to share experiences and beliefs in online discussion; show multiple perspectives (Richardson et al., 2009; Stephens & Roberts, 2017).
- Make participation in discussion a significant part of course grades (Richardson et al., 2009).
- Require discussion participants to respond to their classmates’ postings and/or to respond to all responses to their own postings (Richardson et al., 2009).
- Have students serve as experts (e.g., lead a discussion; Richardson et al., 2009).
- Encourage and support vicarious interaction (Richardson et al., 2009).
- Use tracking mechanisms to reward reading as well as responding to messages (Richardson et al., 2009).
- Design community building activities; allow students to rename generic groups for personalization (Richardson et al., 2009; Stephens & Roberts, 2017).
- Design collaborative activities—problem solving tasks, projects, small group discussions (Richardson et al., 2009).
- Consider including real time communications using applications such as chat, collaborative whiteboards, interactive video, text or virtual messaging (Lowenthal & Dunlap, 2018; Richardson et al., 2009; Seckman, 2018).
- Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
- Work within teams but change roles amongst students (Richardson et al., 2009).
- Explicitly explain to students to the importance of student-to-student interaction so that they can view classmates’ perspectives as valuable (Stewart, 2017).
- Create areas where students can communicate with each other (class email, student discussion tab, virtual social café, etc.; Peacock & Cowan, 2016; Stewart, 2017).
- Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap, Verma, & Johnson, 2016).
- Establish an appropriate social climate for in-group and cross-group communication that contributes to cultivating learning experiences (Stephens & Roberts, 2017; Szeto, 2015).
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Cognitive presence
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- Encourage experimentation, divergent thinking, and multiple perspectives in online discussion through provocative, open-ended questions (Richardson et al., 2009).
- Model, support, and encourage diverse points of view in online discussion (Richardson et al., 2009; Stephens & Roberts, 2017).
- Use content and process scaffolds to support discourse behaviors (Richardson et al., 2009).
- Use peer review of discussion postings to shape responses (Richardson et al., 2009; Stephens & Roberts, 2017).
- Allow areas (discussions, blogs, wikis, virtual café, and journals) where students can hear other students’ intellectual property (their own ideas; Peacock & Cowan, 2016; Stewart, 2017).
- Provide student’s views and comments in conversations (matching students with similar ideas; Stewart, 2017).
- Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap et al., 2016).
- Construct a formative assessment scheme for peer-supported learning that enhances both the student learning and instructor teaching experiences (Szeto, 2015).
- Provide opportunities for higher order learning and experiential learning to engage students (Dunlap & Lowenthal, 2018).
- Reflect on group work or peer-supported learning experiences (Redmond, 2014).
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Teaching presence
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- Restrain from being overly “present” in online discussions, rather facilitate student interaction (Richardson et al., 2009).
- Apply collaborative learning principles to support small group discussion and collaborative projects (Richardson et al., 2009).
- Be active in discussion boards; however, be aware that posting instructor ideas too soon can stop student discussion (Watson et al., 2017).
- Establish an appropriate social climate for in-group and cross-group communication that contributes to cultivating learning experiences (Stephens & Roberts, 2017; Szeto, 2015).
- Structure collaborative learning activities (Lowenthal & Parscal, 2008).
- Use group work strategies (Lowenthal & Parscal, 2008).
- Contribute to discussion forum throughout the week (Lowenthal & Parscal, 2008).
- Use collaborative group projects to have students work on topics of their own choosing that still meet learning objectives of the course (Dunlap & Lowenthal, 2018).
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Active learning
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Social presence
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- Make participation in discussion a significant part of course grades (Richardson et al., 2009).
- Require discussion participants to respond to their classmates’ postings and/or to respond to all responses to their own postings (Richardson et al., 2009).
- Make students responsible for sustaining discussion threads (Richardson et al., 2009).
- Make students summarize discussion threads (Richardson et al., 2009).
- Have students serve as experts (e.g., lead a discussion; Richardson et al., 2009).
- Require students to incorporate materials from the discussions in their assignments (Richardson et al., 2009).
- Use tracking mechanisms to reward reading as well as responding to messages (Richardson et al., 2009).
- Journal or otherwise interact with your students on an individual and personal basis (Richardson et al., 2009).
- Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
- Incorporate audio and video within the course content (Lowenthal & Parscal, 2008; Seckman, 2018).
- Let students post video responses, use apps like screencasting (Dunlap & Lowenthal, 2018; Seckman, 2018).
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Cognitive presence
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- Identify big ideas you want students to take away from your course and develop major course activities around their assessment (Richardson et al., 2009).
- Identify important knowledge, skills, and attitudes students should learn and develop additional course activities around their assessment (Richardson et al., 2009).
- Provide multiple representations of the knowledge you want students to learn and multiple activities for practicing desired skills (Richardson et al., 2009).
- Encourage experimentation, divergent thinking, and multiple perspectives in online discussion through provocative, open-ended questions (Richardson et al., 2009; Stephens & Roberts, 2017).
- Require discussion summaries that identify steps in the knowledge creation process (Richardson et al., 2009).
- Use peer review of discussion postings to shape responses (Richardson et al., 2009; Stephens & Roberts, 2017).
- Use online discussion and writing activities to support conceptual learning and divergent thinking (Richardson et al., 2009).
- Use self-testing, practice assignments, simulations, and other interactive activities to support skill development and convergent thinking (Richardson et al., 2009).
- Develop grading rubrics for discussion and course activities that reward desired cognitive behaviors (Richardson et al., 2009).
- Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009).
- Developing discussions about students’ intellectual property (their own ideas; Stewart, 2017).
- Allow areas (discussions, blogs, wikis, virtual café, and journals) where students can hear other students’ intellectual property (their own ideas; Peacock & Cowan, 2016; Stewart, 2017).
- Involve students with video, case studies, labs, stories, simulations, and games (Dunlap et al., 2016).
- Provide video/audio lectures, have students complete readings, write position papers, and model building (Dunlap et al., 2016; Seckman, 2018).
- Provide students opportunities where they can complete projects and simulations, engage in service learning and fieldwork (Dunlap et al., 2016).
- Develop student- or teacher-led discussion groups, debates, projects, and collaborative learning groups (Rovai, 2000).
- Model higher-order thinking by frequently asking questions that probe students’ knowledge (Rovai, 2000).
- Develop open-ended critical thinking discussion questions (Lowenthal & Parscal, 2008).
- Incorporate reflective activities (Lowenthal & Parscal, 2008).
- Let students create and post materials, search out and post resources (Dunlap & Lowenthal, 2018).
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Teaching presence
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- Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009).
- Restrain from being overly “present” in online discussions, rather facilitate student interaction (Richardson et al., 2009).
- Apply collaborative learning principles to support small group discussion and collaborative projects (Richardson et al., 2009).
- Clearly state course goals and instructional expectations (Richardson et al., 2009).
- Provide a detailed course schedule including due dates for all assignments (Richardson et al., 2009).
- Provide clear grading guidelines including rubrics for complex assignments (Richardson et al., 2009).
- Clearly explain to students that course participation is not only a requirement, but a graded component of the course (Rovai, 2000).
- Use continuous and authentic assessment strategies (Lowenthal & Parscal, 2008).
- Create opportunities for students to solve their problems (Dunlap & Lowenthal, 2018).
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Prompt feedback
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Social presence
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- Use audio/video to embed feedback on assignments within them (Lowenthal & Dunlap, 2018; Richardson et al., 2009).
- Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
- Personalized feedback; one-to-one emails (Lowenthal & Dunlap, 2018).
- Walk-through or how-to screencasts/videos regarding specific feedback (Lowenthal & Dunlap, 2018).
- Use of phone calls (Lowenthal & Dunlap, 2018).
- Use peer review for relationship building (Lowenthal & Dunlap, 2018).
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Cognitive presence
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- Use peer review of discussion postings to shape responses (Richardson et al., 2009; Stephens & Roberts, 2017).
- Develop grading rubrics for discussion and course activities that reward desired cognitive behaviors (Richardson et al., 2009).
- Provide frequent opportunities for testing and feedback (Richardson et al., 2009).
- Automate testing and feedback when possible (Richardson et al., 2009).
- Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009).
- Use peer evaluations in the form of feedback (Rovai, 2000; Stephens & Roberts, 2017).
- Construct a formative assessment scheme for peer-supported learning that enhances both the student learning and instructor teaching experiences (Stephens & Roberts, 2017; Szeto, 2015).
- Provide relevant individual and group feedback in a timely manner; feedback is essential, and be specific in your feedback (Dunlap & Lowenthal, 2018).
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Teaching presence
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- Provide frequent opportunities for both public and private interactions with students (Richardson et al., 2009).
- Provide students with timely and supportive feedback, personalized feedback, one-to-one emails (Lowenthal & Dunlap, 2018; Richardson et al., 2009).
- Design diverse, graded activities to be completed every week (Richardson et al., 2009).
- Prepare for timely return of assignments and prompt response to students in email, chat, or discussion (Watson et al., 2017).
- Provide constructive and timely feedback to students (Watson et al., 2017).
- Provide feedback, even if feedback consists of a simple acknowledgement that the work was received (Rovai, 2000).
- Provide immediate feedback; post timely questions; share finished learning artifacts between groups of students (Szeto, 2015).
- Use continuous and authentic assessment strategies (Lowenthal & Parscal, 2008).
- Send progress reports on participation and quality of postings (Lowenthal & Parscal, 2008).
- Grade frequently; every week or more often (Dunlap & Lowenthal, 2018).
- Make sure feedback is clear, explicit, and includes opportunities to ask questions for clarity (Dunlap & Lowenthal, 2018).
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Time on task
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Social presence
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- Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009).
- Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
- Instead of a text-based announcement, use a video walk through (Dunlap & Lowenthal, 2018; Seckman, 2018).
- Provide online orientation to the course, course video walk through (Lowenthal & Dunlap, 2018).
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Cognitive presence
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- Identify important knowledge, skills, and attitudes students should learn and develop additional course activities around their assessment (Richardson et al., 2009).
- Use self-testing, practice assignments, simulations, and other interactive activities to support skill development and convergent thinking (Richardson et al., 2009).
- Avoid extraneous video and audio, do not add redundant on-screen text (Richardson et al., 2009).
- Begin presentations with descriptions of components and organization (Richardson et al., 2009).
- Allow learners to control the pace of presentations (Richardson et al., 2009).
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Teaching presence
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- Design and review courses for clarity and consistency (Richardson et al., 2009).
- Ensure courses are well organized and that the organization is clear to students and easy to navigate; online course orientation (Lowenthal & Dunlap, 2018; Richardson et al., 2009).
- Provide suggested due dates for initial postings that promote mid-week engagement as opposed to weekend only postings (Lowenthal & Parscal, 2008).
- Promptly answer email (Lowenthal & Parscal, 2008).
- Send progress reports on participation and quality of postings (Lowenthal & Parscal, 2008).
- Have effective assessment tools/rubrics so students know how they are being assessed (Dunlap & Lowenthal, 2018).
- Map out all course requirements in advance so you and your students can plan out the workload at the start of the course (Dunlap & Lowenthal, 2018).
- Make sure your students can’t get lost—make sure they know your expectations, what they should be doing, when it needs to be done, and your expectations for the course (Dunlap & Lowenthal, 2018).
- Structure online learning resources so materials are one click away (Dunlap & Lowenthal, 2018).
- Address universal design for learning (UDL) principles in all created materials (Dunlap & Lowenthal, 2018).
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Communicate high expectations
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Social presence
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- Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009).
- Explicitly explain to students to the importance of student-to-student interaction so that they can view classmates’ perspectives as valuable (Stewart, 2017).
- Create areas where students can communicate with each other (class email, student discussion tab, etc.; Stewart, 2017).
- Post introductions and expectations document before students are given access to the course (Lowenthal & Parscal, 2008).
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Cognitive presence
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- Identify big ideas you want students to take away from your course and develop major course activities around their assessment (Richardson et al., 2009).
- Model, support, and encourage diverse points of view in online discussion (Richardson et al., 2009).
- Use content and process scaffolds to support discourse behaviors (Richardson et al., 2009).
- Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009).
- Allow areas (discussions, blogs, wikis, virtual café, and journals) where students can hear other students’ intellectual property (their own ideas; Peacock & Cowan, 2016; Stewart, 2017).
- Model and provide structured guidance; offer examples of papers and projects for samples (Watson et al., 2017).
- Model higher-order thinking by frequently asking questions that probe students’ knowledge (Rovai, 2000).
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Teaching presence
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- Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009).
- Provide students with explicit and redundant instructions for all course activities (Richardson et al., 2009).
- Make goals clear and use redundancy (Richardson et al., 2009).
- Provide clear grading guidelines including rubrics for complex assignments (Richardson et al., 2009).
- Provide students’ views and comments in conversations (matching students with similar ideas; Stewart, 2017).
- Provide instructor availability so students are aware of instructor response time (Watson et al., 2017).
- Be concrete and explicit with instructions for all activities, assignments, and projects (Dunlap & Lowenthal, 2018).
- Make everything explicit: say more than you think you need to say (Dunlap & Lowenthal, 2018).
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Respect diverse ways of learning
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Social presence
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- Establish rules of Netiquette for your course (Richardson et al., 2009; Stephens & Roberts, 2017).
- Encourage students to share experiences and beliefs in online discussion; allow for multiple perspectives (Richardson et al., 2009; Stephens & Roberts, 2017).
- Have students serve as experts (e.g., lead a discussion; Richardson et al., 2009).
- Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
- Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap et al., 2016).
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Cognitive presence
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- Provide multiple representations of the knowledge you want students to learn and multiple activities for practicing desired skills (Richardson et al., 2009; Stephens & Roberts, 2017).
- Encourage experimentation, divergent thinking, and multiple perspectives in online discussion through provocative, open-ended questions, authentic products (Richardson et al., 2009; Stephens & Roberts, 2017).
- Model, support, and encourage diverse points of view in online discussion (Richardson et al., 2009; Stephens & Roberts, 2017).
- Use self-testing, practice assignments, simulations, and other interactive activities to support skill development and convergent thinking (Richardson et al., 2009).
- Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009).
- Present words in spoken form, use words and pictures simultaneously to explain concepts (Richardson et al., 2009).
- Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap et al., 2016).
- Involve students with video, case studies, labs, stories, simulations, and games (Dunlap et al., 2016).
- Provide video/audio lectures, have students complete readings, write position papers, and model building (Dunlap et al., 2016; Seckman, 2018).
- Develop student- or teacher-led discussion groups, debates, projects, and collaborative learning groups (Rovai, 2000).
- Consider collaborative work where students can share alternative viewpoints with each other (Rovai, 2000).
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Teaching presence
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- Provide frequent opportunities for both public and private interactions with students (Richardson et al., 2009).
- Design courses for learner choice, flexibility, and control (Richardson et al., 2009).
- Design learning experiences that address all learning preferences/styles; authentic products (Dunlap & Lowenthal, 2018; Stephens & Roberts, 2017).
- Account for cultural differences (Dunlap & Lowenthal, 2018).
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