(Dis)embodiment in the Virtual Classroom: Reflecting on Aspects of Teacher Presence in the Synchronous Online Language Class

Authors:

Pages: 54-68
DOI: https://doi.org/10.54664/PISI6590

Abstract:

In a broader, non-scholarly context, teaching presence is manifested through the instructor’s ability to build rapport with their students, which, in turn, is reported to have a positive effect on students’ engagement with the content, the environment and the community. The article explores the author’s teaching pattern online, or the way her presence and persona compensate for the lack of physical space and belonging, and provide the social and cognitive circumstances needed for learning to take place, according to the constructivist stance. It intends to find an answer to the question “How does one build a teaching persona to feel comfortable within online?” Through a qualitative narrative self-inquiry, a reflective framework on teacher presence is designed to serve as a positive prompt for efficient professional help.

Keywords:

teaching presence; self inquiry; virtual classroom; synchronous online learning; teacher identity.

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