An academic support framework to improve teacher, social and cognitive presence in online classes

Abstract

The main aim of this research was to determine the key elements of an ODL institution’s academic staff training programme designed to improve teacher, social and cognitive presence in online classes with better support and training. The study employed a qualitative research approach that was conducted as a dissertation of limited scope. Data were collected through semi-structured and focus group interviews. A sample size of 14 academic staff members involved in teaching and learning was conveniently selected. This study adopted a case study research strategy focusing on academic staff involved in teaching and learning at selected colleges at a distance education higher education institution. The findings suggest that the learning management system (LMS) is not fully utilised to its full capability. The results also emphasised that online teaching methods influence online learning. With large classes, lecturers are required to implement innovative online teaching methods to encourage the interaction and engagement with their students. The major findings and recommendations from this study are consistent with the global research that comprehensive support services for faculty and students, technological infrastructure, and online training are required for the transformation to a fully an online university. The recommendation is that all faculty members and all students should complete a training programme on effective teaching and learning in online education, including LMS use, interactive theory, design, assessment, and theories of Technology Enhanced Learning. Most importantly, these training packages should be designed to be offered online.