Each of these presences works interconnectedly and can contribute to student success in an online learning environment. This framework includes three elements known as presences : cognitive presence, or the extent to which learners can construct knowledge and develop new understandings (Swan and Ice, 2010) social presence, or learners’ affect, which encompasses the ability of students to feel connected with peers and teaching presence, which includes the “design, facilitation, and direction” (Anderson et al., 2001) of the other two presences (Castellano-Reyes, 2020), and entails the role of the instructor on tasks associated with managing and leading a course, such as designing materials and activities, conducting and leading discussions, summarizing key points, and handling the direction of the course and its participants.
One model that can apply to the usage of breakout rooms is the Community of Inquiry (CoI) framework (Fiock, 2020). These recommendations were developed in partnership with CITLS Student Fellows, who drew from their classroom observations during the Fall 2020 Inclusive Instructors Academy as well as their own experiences as students in courses taught online.
The purpose of this resource is to share student perspectives on the effective usage of online breakout rooms. With Contributions from 2020-2021 CITLS Student Fellows: Anna DeVault '21, Sharon Engel '22, Hamna Younas '22
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