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or online and blended learning
Avatar de Lars Uhlin
Lars Uhlin
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The Community of Inquiry - What is it really about? 

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The Community of Inquiry - What is it really about? 

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Video - Marti Cleveland-Innes

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I agree with some of the posts that emotional and social presence overlap, and I´d say that so does teaching (and maybe also cognitive!) presence, and that enthusiasm is a kind of proxy marker for this "superpresence". The teacher - whether mentor, facilitator, lecturer, tutor... - who clearly knows (knows a lot!) and loves her subject, and clearly shows her eagerness to share this love, will be more successful in drawing in the students into a COI, and it is important for a successful outcome.

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Emotional Presence: how to when your online class is composed by black screens? How do I know my students emotion when all I can see are black screens and all I can hear is myself?
Emotions are personal. how can I predict emotional response when I have heterogeneous attendees?

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Differences between in class and on-line from Pietro

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Differences between in class and on-line from Pietro

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From my little teaching experience I can say that socializing and emotions are extremely important to create mutual trust and to increase engagement, efficiency, and productivity of the students. From my experience it is quite easy to reach this stage if the the students group is relatively small. It is extremely challenging if the class is of 50 and more students. Before COVID19 period I thought that maybe I should have used on-line tools or on-line lectures to boost the engagement of students, especially those who are little bit more shy. After COVID19 exploded and the lectures went on-line, it is extremely difficult to interact with students, 150% of them do not turn on the camera, those students who were typically active, rarely interact with messages (i.e., yes/no, good, s/y, etc.). I have found this picture on Facebook that describes my situation:

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How does cultural differences  influences on the different areas - emotional/cognitive/teaching presence. How emotions are expressed and interpreted may be challenging online.

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What about humor, as a part of emotional presence? I try to use this in my teaching, but my feeling is that it should be used with care. A well-placed joke can make people remember an important point, but a lecture is not (and should not be) stand up comedy. It would be interesting to hear your thought about this.

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Interesting to consider emotional presence in learning. I would also like to learn more about how this aspects can be taken into account in online learning and whether there are differences to campus learning.

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I am especially intrigued - if not blown away - by the notion of emotional presence. I have been involved in teaching a course on religion and policy, during which I unknowingly experimented with creating space in the class for diverse students to air their questions, and in so doing their biases about certain religions. It was difficult at the start as it was clear that there was fear about openly discussing religion. But over time, and with the help of two students on the opposite end of the spectrum, we inevitably managed to create an environment in the classroom where the emotions were expressed, and quite openly through debate. It did not occur to me then that we were allowing for emotional presence...To date I am often thinking about whether that was a good thing to have occurred in the classroom, and possibilities of it spiraling out of control, if say I did not have two mature students who were open to the debate. But in reflection here, it is important and the art is in how we can create these spaces. I remain challenged on how To recreate a course like that online, where i cannot physically interact with the students....

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Interesting to learn about the importance of emotional presence in learning. Especially how this pertains to both students and teachers. Teachers need to convey feelings as well as “create places that spark emotional interest”.

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Emotional presence in teaching does interest me a great deal and, looking at the padlet, a lot of the other participants as well. In my teaching I deliberately try to inspire the students, mostly by adding passion and drama (and a bit of humor) to my words. I realize however that I could have been happier and more welcoming through the years. I remember a long time ago a colleague say: “You should begin to smile when the students’ second year starts” or something like that and thinking “well, that makes sense”. So I will definitely work to improve my positive emotional presence so that the emotional climate in my courses becomes more welcoming and encouraging.

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Thank you for your presentations and insights - I connected the findings about emotions and online learning to my field of application in courses on coaching and organisational development. It is very interesting that we see similar effects, when emotions can be addressed and shared: The energy that is used to hide or suppress emotions can than be used for collaboration & productive learning. Inspiring for me!

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My first reaction to the CoI framework is that this framework is really confusing, no matter how many times I have come across it! I hope that throughout the topic I will get a better understanding of it.

I think embracing emotions is something very important, that needs to be addressed in all aspects of life. In my view, this is an area where gender differences are particularly pronounced, and as a result this can result in big differences between different subjects, eg engineering which is typically male dominated and social sciences which tend to be the opposite. I am thinking that our perception on whether the social presence should be part of the learning and education is shaped by the gender imbalance in the different fields rather than the fields themselves and the needs of the students.

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Emotion as a separate Presence? (Peter T)

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Emotion as a separate Presence? (Peter T)

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I have a bit hard time to understand why you want to map emotions to a separate presence? For me, emotions are part of the social presence, if you communicate through a media where you cant express facial expressions, tonality etc much of the emotion is 'hidden'.

I once talked about video conferencing to three-star general from the US and he liked to tell orders directly to his subordinates or via video conferencing, and he sad something like this "Because I am the general my officers will obey my orders, but I want to see how he reacts to my orders"

I think that emotions are powerful and much more difficult to create and understand in a virtual setting. But you can of course just ask them!

Here is an example from an online course (in Swedish but you understand the smileys), so in that class, about 25% was not feeling well (mostly because of the corona situation). So try to come up with ways to be aware of the current situation in your class and try to mitigate the situation.

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I think it is more difficult to be aware of emotions of the students that I, due to Corona, are teaching to online than with students in the classroom. I work as a librarian and some students that I am teaching to are used to online learning and I think they seem much more comfortable using their camera and interacting with me and the other students.

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I think that emotions are really important in learning, especially in difficult situations as the one that we are living in. I am trying to address it in my course in the synchronous sessions, asking students about their impressions and feelings regarding their learning now... I guess it is one way, but I wonder, how can we as teachers further design for positive emotions in learning? Are there some tips that you can offer us?

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I find it very important to consider  emotions in any community of inquiry practice as this can determine the individuals success or failure in the online space. The ability to perform better can be significantly decreased by not feeling safe and no sense of trust among participants. Maybe an analysis of personalities can be done such as distinguishing between introverts and extroverts and how they project or intrigues their negative or positive emotions..

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The video-clips were very interesting and I see a strong connection between educational design and emotional presence. One emotion that was not on the list, but that I meet often among students, is frustration. Frustration for all kinds of things related to the course - it may be that they don't find the schedule, or think that the instructions for assignments are not clear, or that course-mates are not performing well enough etc etc. Many of those issues can be dealt with through appropriate design that takes into consideration more elements than just the subject matter and the contents that we want to convey during the course.
What about connection between emotional presence and motivation?

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Martha has a great point that we all should take a strong message. Since emotion is a personal identity, learning is deeply affected by the emotions. Positive emotions of teachers as well as learners make the learning experience synergistic. This is a touching fact. We cannot ignore emotions as a primary part of learning as we all witnesses the fact in our teaching life.

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I appreciate the Community of Inquiry theoretical framework and fully agree with the importance of social, cognitive, and teaching presence. Emotional presence should perhaps run through all three of these, as Cleveland-Innes says. In a regular classroom, much of emotional presence can be taken care of through good eye contact between teacher and student(s). In online teaching, however, eye contact is sometimes a huge problem. Eye contact becomes a particular problem when teaching large groups, but also the fact that when one stares into the camera, it is impossible to look into the eyes of any student, so that is another aspects of the eye contact problem.Who knows, maybe we will soon have technology that allows for 'real' eye contact also online? I am wondering whether you have any thoughts about eye contact and emotional presence online?

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The integration between emotion and learning is an interesting and important perspective within education, in special within online education, where this could be more difficult and challenging. According to the COI, educational experience is about different ways of engagements (Social, Cognitive and Teaching presence). You can’t engage without emotions. However, the model has been criticized as emotional presence (or expression) seems to be a part of mainly social presence. I have also read about emotional intelligence (EI) and its positive relation to academic success in university students and constructive conflict management. EI is a concept that also has been described in relation to COI (Majeski et al., (2018).

Questions:
1) What are the differences or similarities between emotional expression, emotional presence and emotional intelligence? How are they related?
2) How can we practice and implement emotional presence in online teaching?

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I am glad to see the emotional aspects of learning discussed - finally. Or maybe it was just me. But I certainly agree with the call to consider the affective dimensions of learning. Over the years, I can see how this has played out in the classroom and outside. Even how one responds to emails is part of the story. Going online however I see a big challenge as the ebb and flow of the classroom is now replaced by the dead space of the virtual classroom. There are far less cues - in fact, a blank particularly as many students would rather not turn on their webcams in a big class. So how will this work in an online setting especially when I am staring at a hundred black screens with nothing more than a name across it?

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This pretty much sums up very nicely the various components that make up a successful learning sessions. I am a fan of the idea of emotional presence. One of the first things i have learnt in the past as an educator is to provide a safe and conducive learning environment for the students.
As we are made to transit into online teaching mode in face of the recent Covid 19 situation, I find that I need to find new ways to promote this emotional presence with my class.
In face to face/ traditional teaching, creating emotional presence is relatively easier. Maintaining emotional presence in online teaching is also easier with students whom I have had face to face contact earlier in the course. One challenge is to create this presence when the course is fully online (i.e. not face-to-face interaction with students right from the start)
It will be good learn more how to integrate emotional presence into online courses and blended learning courses in this period where there is a surge in need for online teaching.

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I find that it is more difficult to work with emotions in teaching when teaching online. Not that students are less prone to emotions, however, it is not so much a shared experience as reactions to others.
In art history we often talk about, and analyze, emotions when teaching since it is part of understanding visual material.

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Interesting - I think many of the points made in the video, about the role of emotion in learning (engaging students, giving them a sense of relaxed confidence in the classroom etc) are things we often see in what we experience as "good teachers". This is a way to formalise and highlight the importance of those "soft" skills.

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Important issues to be taken into consideration when, as a teacher, trying to achieve learning among students. Not only teaching, because teaching is not important, but learning must be in the focus. But, how to handle negative emotions which inevitably rise when a group of people come together and try to work collaboratively?

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Since emotions are an inherent part of learning, we need to make use of them the best way we know how. Marti talks about creating an emotional interest and to use humor, encouragement and excitement. What I find difficult is that I only have quite short interactions with students, and in some courses I only meet with them once ore twice. How can I make the students feel safe and confident with so limited possibilities of creating a relationship? Is humor or excitment the way to go and how can I do that?

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Very valuable to draw the attention to the emotional side of learning. I reckon that observing emotions can be tricky particularly with online teaching. Any strategy on how to address that? And how to create a safe space so that e.g. students do not turn of their camera?

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Nadine Karlsson's Reflection and Question

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Nadine Karlsson's Reflection and Question

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If Emotional Presence is the fourth presence in the Community of Inquiry framework according to the video, how do we as teachers manage possible negative emotions among students?

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I think the distinction between "teacher" presence and "teaching" presence is a good one: "a commitment to self direction for learners to encourage them to take on the teaching of themselves and to take on the teaching of others when it's appropriate, and to be willing to be taught by others".

Do I project these emotions as an educator?

Relaxed confidence, conviction

Enthusiasm, excitement, passion, a sense of drama, curiosity, sincerity, concern, honesty

Openness, warmth, goodwill, caring, a sense of humour

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Emotional presence in Teaching and Learning

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Emotional presence in Teaching and Learning

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Presentation slides

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Presentation slides ONL 2019 Emotional Presence in the CoI

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Emotional presence in Teaching and Learning

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Emotional presence in Teaching and Learning

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Video - Marti Cleveland-Innes

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Open Network Learning Emotional Presence_7

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On this Padlet we would like to gather your reflections and questions about emotion and learning, emotional presence as well as questions about the Community of Inquiry framework (CoI)

FIRST watch the two videos from Marti Cleveland-Innes: "Emotional presence in Teaching and Learning" and "The Community of Inquiry - What is it really about?

THEN write a post with reflections and/or questions from watching Marti´s presentations. You can also comment on each other´s posts.

To learn more about the CoI framework you can also view recommended readings on the ONL201 topic 4 page

Your comments and questions will be used as a basis for the webinar on 6 May 16.00-17.00 (CEST)