Instructor’s Presence in Student-Centered Learning

Abstract

Education, like almost all social spheres, is changed drastically by the Internet. Distance and e-learning nowadays are synonymous, absorbing and modifying practically the whole didactic experience.
Modern learning management systems (LMS) are widely used for adding additional value to the traditional learning process. At New Bulgarian University both the full-time and distance forms of education are enhanced by e-learning. Though e-learning mainly related to distance education it also influences face-to-face teaching. The Moodle NBU platform provides access to e-learning content for each course and supports active communications among instructors and students in both forms of study. The shift from traditional classroom to virtual platform may represent a real challenge for instructors and learners. It is up to the instructor to give the students a perception of community. At the same time students are given opportunities to lead learning activities, participate in discussions, and explore topics that interest them, i.e. a student-centered learning is achieved. Students have the flexibility to learn “anytime and anywhere”. The role of interactivity in establishing the instructor’s presence and live engagement in the course activities is vital to the effectiveness of student-centered learning. Teacher’s visibility and immediacy brings sense of reality and seriousness and at the same time proves their personal identity.
This investigation employs survey research to assess the influence of instructor’s presence and immediacy over students' performance in e-learning classes. The analysis is based on our experience in delivering courses via Moodle both for distance and regular courses. In order to enhance understanding of pedagogical processes we developed a proper questionnaire to measure teacher’s presence and immediacy. Data were collected over 200 students across different bachelor programs at New Bulgarian University both in full-time and distance forms of studies. Our results and student's attitude to instructor’s presence in student-centered learning are shown in this paper.