Instructor Presence in a Virtual Classroom

Abstract Synchronous online learning platforms have been used actively during the COVID-19 period. They opened possibilities for and interaction, but also posed new challenges instructors. This article provides insights into one teacher’s interactions examines how instructor presence is expressed in teachers’ activities virtual classrooms higher education. Instructor investigated using social teaching indicators of community inquiry (CoI) framework. Twelve hours across six classes were recorded, transcribed, analysed content analysis. The findings suggest that dominate a classroom, it often involves co-occurrences presence. typical features included addressing students by name, encouraging them, expressing gratitude acknowledging their contributions, describing actions on dashboard, clarifying summarising content, responding to technical concerns. These may holistic pedagogical ways understand develop synchronous practices. implications skills instructors need classrooms.