Projecting Your Presence | Origin: EL102
This is a general discussion forum for the following learning topic:
Online Teaching Techniques --> Projecting Your Presence
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Its important to project a real presence online by being active, personal, and letting students see who I am and where I come from. By sharing a bit of my own background and taking time to learn theirs so we can build a stronger connection even in a virtual setting.
Projecting yourself well as an online instructor is a mix of presence, clarity, and trust. Students don’t just learn from your content—they learn from you, even through a screen. Here’s how to do it effectively in an e-learning environment:
1. Establish a strong teaching presence
Students need to feel like there’s a real, engaged human guiding them.
Record a short welcome video where you introduce yourself, your teaching style, and what students can expect
Use a friendly, conversational tone in announcements and messages
Be visible: show up regularly in discussion boards, comments, and feedback
👉 Presence beats perfection. Authentic > overly polished.
2. Communicate clearly and consistently
Confusion kills motivation in online learning.
Give clear instructions for assignments and assessments
Use predictable weekly structures (same layout, same rhythm)
Summarize key points at the end of lessons or modules
Think: If a student logs in at 2 a.m., can they still figure out what to do?
3. Build credibility and trust
Students engage more when they believe in your expertise and your fairness.
Share relevant experience or real-world examples
Cite sources and model academic or professional integrity
Be transparent about grading criteria and response times
A short “About the Instructor” section goes a long way here.
4. Be approachable and supportive
Online learners often feel isolated.
Encourage questions and curiosity
Respond in a timely, respectful manner
Use students’ names when replying
Acknowledge effort, not just correctness
Even brief feedback like “Good thinking here—have you considered…?” builds connection.
5. Use multimedia intentionally
Variety helps maintain attention and supports different learning styles.
Mix videos, slides, readings, quizzes, and discussions
Keep videos concise (5–10 minutes is often ideal)
Speak naturally, not like you’re reading a script
Your voice and facial expressions help humanize the learning experience.
6. Facilitate interaction, not just content delivery
You’re not just a content provider—you’re a learning guide.
Ask open-ended questions in forums
Encourage peer feedback and collaboration
Step in to steer discussions, deepen thinking, or clarify misconceptions
Good instructors shape conversations instead of dominating them.
7. Model professionalism and digital etiquette
Students take cues from how you behave online.
Be respectful, inclusive, and calm—especially in disagreement
Use clean, readable formatting
Follow the same rules you set for students
You’re teaching content and online citizenship.
8. Reflect and adapt
Great online instructors evolve.
Ask for mid-course feedback
Monitor engagement and adjust when needed
Reflect on what’s working and what isn’t
Saying “I’ve updated this based on your feedback” builds huge credibility.
Above all, in e-learning environments the following factors matter a great deal:
Projecting and maintaining your presence from a distance.
Projecting and maintaining your authority from a distance.
Establishing a relationship with each learner.
I was reminded that building trust and rapport to create an engaging learning space involves sharing my credentials and professional experience, but also part of who I am as a person and why I am passionate about the field I work in. I also believe strongly in encouraging students to provide a bio to share their experience and personal reasons for being in the course. This builds cohesiveness.
I learned that it is important for me, as the instructor, to post a bio that outlines my qualifications and experience to help students trust me. Also, it is helpful to post my own response to the discussion questions to model appropriate responses for my students.
I learned that projecting my presence and authority in an online course requires being visible, responsive, and intentional through clear communication, timely feedback, and sharing my professional background. I plan to apply this by actively participating in discussions, posting regular announcements, and building relationships with students so they feel supported, confident, and engaged in the learning process.
Online interactions with students can be just as meaningful as in person interactions as long as they are done in an effective manner, while actively intellectually engaging with students.
Projecting a strong presence in an online course begins with creating a clear, professional introduction that highlights your credentials and relevant experience. A well‑crafted profile helps students understand who you are, why you’re qualified, and what you bring to the course. Establishing this early builds trust and sets the tone for the learning environment.
Maintaining presence throughout the course is just as important. I make it a priority to initiate discussion sessions, guide conversations, and actively oversee team projects. By participating in discussions and staying visible, students feel supported and know that I am engaged with their progress. Consistent interaction, timely feedback, and ongoing encouragement all help create a meaningful online learning experience where students feel connected and motivated.
I learned that because online learning lacks immediate verbal and nonverbal feedback found in traditional classrooms, timely and intentional feedback is especially critical in the e-learning environment. Feedback should be delivered promptly, worded to build learner confidence, and framed carefully when offering constructive criticism to preserve student dignity.
I have never been a fan of traditional discussion-board introductions, especially in cohort-based programs where students already know one another. As an instructor, I plan to take a more intentional and meaningful approach to both my own introduction and the introductions I ask students to post.
Instead of generic introductions, students will be invited to share a brief biography that includes:
The name they prefer to be addressed by
Their employment history and current role (if applicable)
Their expectations of me as an instructor
Any special interests or hobbies they would like to share
This approach helps create a more authentic learning environment while still allowing space for connection and mutual understanding.
