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What an excellent and very thought provoking presentation by Martha Cleveland-Innes. I remember my first day of classes at university many years ago. My emotions ran very high and there was fear, what was expected of me, what will I have to do, will I be able to meet what was expected of me, fear of the unknown, fear of my new environment. Then there was excitement, the newness of everything, who will be there that I perhaps know, the opportunity to study what I had chosen to do. I remember the buzz of talking as we entered the first lecture room then the absolute silence when the professor entered - you could hear a pin drop.
This presentation has made me realise the massive responsibility on my shoulders as a lecturer, in that I have the lives and future of all of my students in my hands. If I carefully manage, exploit and optimise these human interactions and presences in my classes, then I will facilitate and maximise the knowledge generation and hence the learning of my students. Wow, what a privilege it is to be reminded of this situation!
The existence of the social, cognitive and teacher presences in a classroom situation make for a very complex and mixed bag of human behaviour to have to deal with. Then, when these social, cognitive and teacher presences are mixed with the extremely complex emotional presence of both students and teacher, this certainly creates a very complex situation which exists in every classroom in this world.
I certainly will approach my classes with a renewed sense of awareness of the existence and importance of the social, cognitive, teacher and emotional presences. Can’t wait for my next classes! :-)

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Acknowledgment of the participants and their contributions is key as well as encouragement.

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I think that students that are emotionally involved in the topic that they are about to learn more about, it both promotes and hinders their learning. They might be very interested in the toipc, but also have preconcieved ideas, that might hinder them from seeing other perspectives on the topic.
Also, we as teachers will have an impact on how the students feel about a certain topic or course by the way we show our enthusiasm, interest and curiosity towards the toipc in question.

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Interesting, especially since I previously thought it is better not to show emotions in class, just be calm. In the slide where there are several emotions listed as "Emotions to project", not sure I agree with "warmth" and "caring". I actually do not know what does it mean to show "warmth" and be "caring"? Teaching in Sweden, actually the system takes care of being "caring": a student gets three chances to pass an examination. How much more can you be "caring" than that? :-)

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Professor Cleveland-Innes has exposed a very interesting and complex area – emotional presence. Thank you!  It is difficult to define emotion although it is seen daily in the learning and teaching process. In teaching medical statistics it is a common topic. We have discussed about statistical phobia and anxiety and the emotions associated with it (with teachers and students). The question is how do we define emotional presence? When teaching statistics it is manifested often as “statistical anxiety”. Zeidner defined statistics anxiety as a performance characterized by extensive worry, intrusive thoughts, mental disorganization, tension, and physiological arousal … when exposed to statistics content, problems, instructional situations, or evaluative contexts, and is commonly claimed to debilitate performance in a wide variety of academic situations by interfering with the manipulation of statistics data and solution of statistics problems (p. 319). Many of the concepts related to this definition may indicate "emotional presence". Zeidner adds to these definitions by stating that this anxiety is accompanied by worry, tension, and physiological symptoms of stress when students are faced with taking a statistics class.

Researchers reported that many students tend to experience high levels of statistics anxiety when confronted with statistical ideas, problems, or issues, instructional or evaluative situations (Zeidner, 1991, Onwuegbuzie AJ, 2004). Onwuegbuzie (1997a) reported that statistics anxiety primarily affects a student’s ability to understand fully research articles, as well as to analyse and to interpret statistical data. Emotional presence is a reality and affects the learning process. It is time to pay attention and design relevant measures.

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As well I agree very interesting video with Dr. Martha Cleveland - Innes. Involving emotions, creating emotional presence, being myself authenthic and "human" is very important in teaching. I realise myself that it's so important to create a "link" or a "connection" between the students and me - actually it goes in the direction as well from "story telling", where emotions are of course a very important part of it. Especially nowadays, in the Anthroposphere, where more being selfish and "egoistic" is dominant, it's very important to create emotional presence and to being aware of it, and bring as well the students to  the point of reflecting it as well.
I work mainly "face-to-face" so these expierences metioned above aren't made "online". On thing I get back "online" is the Learning journals of the students, where quite often emotions are expressed and this as well very well.
As well one of my questions is, how was this survey built up, which you've stated on the slide "instructor's Views", between North American and Southern European instructors? How come this target group? Do you have more informations about it?

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That was an educative short video on emotions (students and teachers) in online learning.
To ensure successful online teaching, i think the main issues are:
- firstly, to be able to discern students emotions in an online learning environment
- secondly, to perpetuate positive emotions expressed by students throughout the online course
- thirdly, to effectively handle negative emotions from students.
I would love to learn how to handle the three issues expressed above.
Thanks and looking forward

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Thanks for this insightful video!

I am a language educator, and this video reminded me of vocabulary being treated as a language skill at times. But just like it's integrated in every part of learning process, the emotions are with us (teacher and learners) all the time! We cannot separate them, since they exist thanks to and as a result of our individual contexts.

I have couple questions;

On the slide "Instructor's Views", it is also mentioned that North American instructors tend less to their students' emotional needs compared to Southern European counterparts. (Could not find the article) Why? At the cost of success? Or for the fear of personal investment? Why do teachers (at times) give up on the personal human touch? Because of context the teaching and learning takes place, or because of personal reasons?

On the other hand, involving the emotional presence in teaching and learning needs quite bit of expertise and finesse in physical settings already. So, how can this be achieved in the virtual settings and online communities? There is already a gap between theory and practice in academia. So any tips and tricks on how not to fuel the fire rather to put it out are appreciated.

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Very interesting video with Dr. Martha Cleveland-Innes. The awareness of the Emotional presence is very important to understand how it affects the intellectual interaction between students and instructors, with the course content, the technological tools and the learning outcomes. There may be some decenniums of studies about emotions on psychology, but I have a feeling (talking about emotions) that still we have a lot research to do about the importance of emotions in pedagogical methods for e-learning communities.

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Love this! I have been very interested n the emotional presence, especially when culture related. Nothing is black and white and identical, and when designing online courses/collaborations we need to be very sensitive to cultural factors.

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Presentation slides ONL 2019 Emotional Presence in the CoI

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Emotions are for sure important. Teacher's excitement for the topic he/she teaches will for sure support the interest and the learning of the student. If you are bored, they will be bored too.
But shall we always use positive emotion? I think feeling challenged and frustrated can also to some point support learning, right?
I remember a diagram between emotion and level of challenge, where a certain combination will get the student comfortable, challenged, bored, or in a 'depressing' emotional state. The balance has to be found,  unfortunately,  it is often very much person specific, and no always easily transferable to a group of students.

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About emotional involvement in courses and learning. We try to design our courses to use active learning and that all modules in a course should focus more on what the learner need to do to learn, more than what the teacher should do for students to learn. I have experienced that it is a good idea to spend time in promoting the way to learn and sell the idea that the students learn from the activities more than sitting out lectures. I think it's a good thing to raise the students expectations of how much they are about to learn.

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Unable to open the video. I need to install some programme.
I did manage to watch the video by installing adobe connect.
It was great watching the video; in my teaching experience emotions, both for the student and teacher play an active role in the learning process. Here am talking about face to face situations. It is easy to capture the emotional state of the student just by watching their body language. Its quite a different thing for online courses. You can get the feel of emotions in the voice or what is written in the chat but when designing an online course, I need to learn how to capture this aspect the learning process.

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I really enjoyed the video and its explanation about the importance of emotions in the learning process. It’s very difficult to professors, at least in the Brazilian's universities, to be aware with students’ and theirs own emotions, considering we are not prepared to be teachers, but only researchers, when we are immerses in our master or PhD courses. So, I think we have to attend all the opportunities we have to share and learn pedagogical knowledge and the possibilities to become our classes attractive for our students and why not to say for ourselves. There are no a few numbers of colleagues who are unmotivated and staying sick with the stress of classes, lectures, research and administrative functions to be done, many times simultaneously. But, if we have some support and we get transform our classes and other activities in an environment nice for everyone, so the hours we have to fulfill in our work could be some of the best hours in our lives, as when we are with our family and friends.

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Very interesting video. Emotions are very important for collaboration. Students' group work will be effected by their experiences, emotional intelligence and many other facotrs. Instructor's ability e.g. to form Groups and engage them into Learning process will enhence students' Learning, improve student's attitude to the subject, teaching and Learning. Emitions are important for instructors as well, many of us got some time negative course evaluations which made a negative impact on ourselves as persons and teachers. How do we teachers manage different emotions: disappointment (when checking exams) or excitement (reading student's report), etc....

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I very much like Cleveland-Innes's suggestion that emotion is not a 4th presence, but cuts across the other three. Separations between cognition and affect, or between the social and the affective, tend to be bogus, and the product of phallogocentric Enlightenment thinking. My own experiencing of learning and teaching is that it is always profoundly emotional... So for example I can share that annoyance is what I feel when there are unclickable YouTube links in a presentation ... and then my relief to find them in the different version of the presentation that was shared (after some searching) ;-)

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Thank you for the video..i strongly believe that students need to be emotionally invested but how do we go from recognizing the need to actually incorporating it in practice

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Thank you for the presentation. I used the video and the longer slide show to reflect on my practices.

First, I collected some tools I already use: needs assessment (in a course my students can also plan custom designed sessions), student blog (my students post a lot, a new post is regularly their pre-assignment before the f2f meetings), a variety of digital tools (e.g. I offer a dozen tools but they can choose others as well which are not on my list), collaborative research papers / presentations / videos as well as notes on e.g. reading circles. In my department, the combination of self, peer and teacher assessment is obligatory so I got used to that. It works more or less well even though students need a lot of support in peer and self-assessment, especially if they spend only one semester at our university and they don't have practice in them from their home universities.

I've been thinking about the role of emotions, and my students also often mention that they don't get enough information about the role of emotions in teacher education, even though with my colleagues I try give space to the topic. Briefly, for sure, there's a need for open discussion about emotions both in pre- and in-service teacher education.

I've been considering introducing virtual office hours which is one of the good practices mentioned in the slides. I always offer to students that they can book a meeting but no-one really does, so maybe I could just announce some time slots when I'm available and can help (it could be video chat or written chat). I need to lower the threshold of access to my support services.

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I would like to discuss how you as facilitator show presence on all levels the best, if the course is totally online, and the students can take the course whenever they like in their own pace. Maybe we shouldn´t have these kind of courses at all?

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Within the overall context of learning design it is important for the affecive side of the student experience to be taken into account, e.g. in making student personas to inform design work and in student's feedback on design prototypes etc. and to 'design in' opportunities for emotional presence. In their editorial on digitization of HE Castaneda and Selwyn (2018) point out that we need to "give full consideration to education as profoundly emotional and human process" and not try to explain this away through hyper-rationalist forms of digital education.

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Thank you for the video lecture. Still it all remains rather theoretic. I am eager to find out about concrete methods and means of creating / enhancing emotional presence in the practical
teaching.

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As I have noticed trough this course that emotional presence is needed. The frustration that appears when you know you should but you just can't find the time. I would like to hear more about emotional presence and some practical advise for us when we are instructor in a online course.

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Thank you for these materials! I agree that recognizing the role of emotion in learning and interacting both with others and a content of a course is very important. In general, during classes on course design and blended learning, I have noticed that participants presented two major attitudes to teaching when it comes to emotions: the first, in which one should in a way raise students and use a clear-cut system of rewards and punishments, that is, of strong and extreme emotions, and the second, in which one should focus on a warm atmosphere and the needs of the students to facilitate their learning process. Based on this observation, I think that we as teachers should not only consider the emotions of the students, but also our own when it comes to teaching. Our approach will always determine how the students feel in the classroom, and if we reflect on it beforehand, we might avoid doing something we'll later regret on the one hand, and on the other - we might consciously come up with activities that will elicit desired emotions in the students.

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Very interesting insights, this is something that might sound obvious but I hadn't seen this much research on the topic. I'd love to know more about some more hands-on approaches to  work with emotions in teaching situations.

One thing that I kept asking myself is whether there are less expected results in this line of research. That is, I'm not surprised that frustations hinders learning, nor that excitement is good for learning. Would have liked to hear more about less expected connections between emotions and learning.

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When designing a course I use elements that I hope will generate positive emotions like excitement, interest and trust, and I also use elements based on group pressure that I expect may cause shame (unless they are performed on a sufficient level). The former "positive" elements feel vague and may work with some students but not others; the latter "shaming" elements appear more universal.
Any thoughts on using negative emotions in course design?

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Introductory video on emotion and learning - emotional presence in online and blended learning environments

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Open Network Learning Emotional Presence_7

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

FIRST watch the introductory video from Marti Cleveland-Innes (click the box on the right) and you also view the slides (to the right)

THEN write questions or short reflections on questions raised in the video on this page. See the information box "How to use this page"

To learn more about the CoI framework you can also view recommended readings at the bottom of the topic 4 page

Your comments and qustions will be used as a basis for discussion at webinar on 24 April 16.00-17.00 (CEST)

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How to use this page