Why teaching presence matters in online learning
Imagine your first impression when meeting someone. Their appearance, how they communicate with you, and whether they communicate with you all have an impact. When students step into their online classroom (the LMS), the first things they see give a strong impression. They can get students excited about what they are about to study, or they can give the appearance that the course is half-baked or not quite ready. First impressions count, which is why establishing your online teaching presence through welcome messages, expectations, and clear information is such a critical endeavour.
Build your teaching presence with a warm welcome
Even in blended units, students will encounter the course site before meeting any of the educators. A personal and friendly introduction helps humanise the online space and builds early rapport.
Consider including:
- A welcome message from the teaching team. Ideally, a video, so students can see who you are and how you sound. Keep seasonal information out of the video so you can preserve the hard work you put into the video for future courses.
- Profile pictures or short bios for each educator.
- Contact details with clear response times (e.g., reply within 48 hours).
- Office hours or virtual drop-in times for questions and consultations.
Being able to see and hear the educators from the moment they step into the online classroom will go a long way toward building rapport, since you’ve already met the students.
Set clear expectations for learners and educators
Clear expectations set the foundation for productive learning and reduce ambiguity. Each student comes with their own set of expectations based on their age, gender, race, cultural norms, and other factors, so in the absence of clear expectations, they will rely on what they already know. If you’re interested in the complexities of student norms, check out my post: Student norms and expectations: Why can’t they just do it the way I want them to? Both students and educators benefit from knowing exactly what to expect, and this clarity can reduce workload for everyone.
For Students
Spell out the practical details upfront so students can plan their time effectively:
- How often should they log in to the site?
- How many hours of study are expected each week?
- What pre-class tasks need to be completed?
- What are the consequences of missing activities?
- When are post-class reflections or assessments due?
Example
Students are expected to dedicate about 6 hours per week to this unit: 2 hours for lectures, 2 hours for tutorials, and 2 hours for directed online activities. Logging into Moodle at least three times a week helps maintain momentum and engagement. Pre-class work should be completed before sessions to support active participation, while post-class activities allow you to consolidate and prepare for the exam.
For educators
Students also need clarity on what to expect from their instructors:
- How often will you check discussions or post announcements?
- What is the format and frequency of feedback (individual, group, or summary)?
- How quickly will you respond to messages or questions?
- When is the cut-off point for educator feedback on formative activities?
Example
Educators monitor forums throughout the week and post summary feedback each Friday, highlighting great insights and addressing misconceptions. We’ll be online briefly on Mondays, Wednesdays, and Fridays and will not revisit activities from previous weeks. Regular announcements will help keep students informed and on track.
By managing expectations transparently, you balance workload demands while fostering trust and accountability.
Maintain your teaching presence with visibility and engagement
Blended, online and flipped learning models need active participation from a critical mass of students to achieve successful engagement. This starts from the day students first access the LMS. Start with a warm, open and welcoming presence with clear information, and follow this up with regular engagement with the cohort throughout the semester.
A strong teaching presence doesn’t mean being online around the clock. It means being visible, responsive, and human. Respond to critical issues that have been raised. Gently guide misconceptions and tangents. It means creating an atmosphere where students feel supported, challenged, and part of a learning community.