Hurray for Video! Creating Teacher Presence in Blended Learning
Abstract: A significant challenge facing the success of blended learning is designing pedagogy that provides adequate support for building a strong sense of community for students within the online environment. This session reports results from a recent action research study examining the role of instructor designed videos in providing teacher presence in a blended learning teacher education course. Data were gathered through researcher field notes, instructor journals, student midterm reflections and exit surveys, and digital analytics. Results indicated the pedagogical video vignette provided a unique opportunity to scaffold undergraduate students' development of community within an online environment to deeper levels than had been previously possible in the wholly F2F version of the course. Lessons learned include conversation regarding cost and sustainability for the development and use of this type of instructor focused pedagogy.