‘Made good connections’: Amplifying teacher presence and belonging at scale through learning design and personalised feedback

Lim, L-A; Atif, A; Farmer, I

‘Made good connections’: Amplifying teacher presence and belonging at scale through learning design and personalised feedback

Lim, L-A Atif, A

Farmer, I

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Publisher:: Australasian Society for Computers in Learning in Tertiary Education
Publication Type:: Journal Article
Citation:: ASCILITE Publications, pp. e22055

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Field	Value	Language
dc.contributor.author	Lim, L-A
dc.contributor.author	Atif, A https://orcid.org/0000-0003-0381-0343
dc.contributor.author	Farmer, I https://orcid.org/0000-0002-4592-5520
dc.date.accessioned	2023-03-14T06:54:07Z
dc.date.available	2023-03-14T06:54:07Z
dc.identifier.citation	ASCILITE Publications, pp. e22055
dc.identifier.issn	2653-665X
dc.identifier.issn	2653-665X
dc.identifier.uri	http://hdl.handle.net/10453/167317
dc.description.abstract	<jats:p>While online learning offers much flexibility for students in terms of time and place, students’ experiences of online learning have been less than positive. A sense of belonging is key to students’ success and retention in any learning environment. Teaching or teacher presence is significant for setting a climate for belonging. However, few studies have documented how teachers can foster students’ sense of belonging in online settings and students’ experience of these initiatives. This paper presents an exploratory case study of a teacher’s initiatives to foster students’ belonging in an online subject by amplifying teacher presence through technology-mediated, personalised feedback embedded within interactive, engaging subject design. Students’ experiences of the subject and perceptions of their personalised feedback were captured through surveys and focus groups. Together, the findings indicate that the primary role of personalised feedback in fostering belonging was building connectedness between the teacher and students, thereby enhancing students’ motivation to learn in the subject. The findings also resonate with other research highlighting the importance of teacher presence throughout the subject, not just during synchronous classes.</jats:p>
dc.language	en
dc.publisher	Australasian Society for Computers in Learning in Tertiary Education
dc.relation.ispartof	ASCILITE Publications
dc.relation.isbasedon	10.14742/apubs.2022.55
dc.rights	info:eu-repo/semantics/openAccess
dc.title	‘Made good connections’: Amplifying teacher presence and belonging at scale through learning design and personalised feedback
dc.type	Journal Article
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
utslib.copyright.status	open_access	*
dc.date.updated	2023-03-14T06:54:06Z
pubs.publication-status	Published online

Abstract:

While online learning offers much flexibility for students in terms of time and place, students’ experiences of online learning have been less than positive. A sense of belonging is key to students’ success and retention in any learning environment. Teaching or teacher presence is significant for setting a climate for belonging. However, few studies have documented how teachers can foster students’ sense of belonging in online settings and students’ experience of these initiatives. This paper presents an exploratory case study of a teacher’s initiatives to foster students’ belonging in an online subject by amplifying teacher presence through technology-mediated, personalised feedback embedded within interactive, engaging subject design. Students’ experiences of the subject and perceptions of their personalised feedback were captured through surveys and focus groups. Together, the findings indicate that the primary role of personalised feedback in fostering belonging was building connectedness between the teacher and students, thereby enhancing students’ motivation to learn in the subject. The findings also resonate with other research highlighting the importance of teacher presence throughout the subject, not just during synchronous classes.

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http://hdl.handle.net/10453/167317