Addressing Transactional Distance Through Teaching Presence Strategies in Online Journalism and Mass Communication Courses

Abstract

This multiple case study of four journalism and mass communication programs examines teaching presence as a mechanism for mitigating transactional distance in online learning environments. This study explores instructor-to-student communication strategies and techniques utilized by experienced online journalism and mass communication educators, and the contributions of instructional designers in collaborative course design and delivery settings. Six emergent themes are identified and discussed. Recommendations for journalism and mass communication educators, including administrators, are provided.

Keywords

journalism and mass communication education online education instruction faculty pedagogy case study distance learning teaching

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