Presence in online classrooms has been linked to immediacy behaviors, instructor-student interaction, and participation. Research shows that presence can be managed and sustained, but little documentation exists about perceptions of the meaning of presence. An interview-based qualitative inquiry of three online instructors was conducted to discover how faculty create, promote, and sustain onlin...

This paper describes the potential for instructing animated agents through collaborative dialog in a simulated environment. The abilities to share activity with a human instructor and employ both verbal and nonverbal modes of communication allow the agent to be taught in a manner natural for the instructor. A system that uses such shared activity and instruction to acquire the knowledge needed ...

Covid-19 presented many challenges to universities as brick-and-mortar courses were moved an online format. This work is unofficial study of learner-instructor interaction and student engagement in two 7- week graduate-level conducted Spring 2020, Fall early 2021. Research shows that instructor presence leads increased engagement, well motivation, well-being, academic achievement. Student shown...

Human-agent interaction for learning with instruction can be viewed on a continuum of instructor/agent control. At one extreme are systems that learn by instructor-driven interactions, such as learning by demonstration, examples, or imitation. The other extreme of the continuum is occupied by systems where instructor interaction is limited to responding to the questions posed by the agent or to...

This study examines the use of instant messaging (IM) for student-teacher communication in distance education (DE) courses. IM is a simple Internet communication tool that may reduce the sources of dissatisfaction cited by many DE students and improve their performance, perception of the amount of information learned, and satisfaction with a class. As a relatively synchronous communication tool...