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Identifying how classroom teachers develop presence online: breaking the fourth wall in online learning
Sarah Prestridge1, Katherine Main1, Mirjam Schmid1
1School of Education and Professional Studies, Griffith University, Mt Gravatt Campus 176 Messines Ridge Road Mount Gravatt, Brisbane, QLD 4122 Australia.
Education and Information Technologies
|June 26, 2023
Summary
Experienced teachers navigate the online "fourth wall" by fostering student connections and presence. Strategies focus on individual engagement over peer interaction in virtual classrooms.
Area of Science:
- Educational Technology
- Online Pedagogy
- Teacher Training
Background:
- The
- fourth wall
- presents a unique challenge in online teaching, hindering teacher-student connection due to the absence of non-verbal cues.
Purpose of the Study:
- To explore how experienced teachers manage the online
- fourth wall
- and identify pedagogical strategies used to foster presence.
Main Methods:
- Semi-structured interviews were conducted with 22 experienced online teachers.
- Data analysis focused on individual presence, place presence, and co-presence within the online learning environment.
Main Results:
- Seven types of individual presence, four types of place presence, and three types of co-presence were identified.
- Teachers prioritized developing students' individual connections to the lesson over student-to-student engagement (co-presence).
- Place presence was representative of the online learning space itself.
Conclusions:
- Teachers employ specific strategies to build different types of presence in online settings.
- Findings offer insights for improving blended and online learning environments.
- Understanding and addressing the online
- fourth wall
- is crucial for effective digital pedagogy.
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