2009 UNC TLT Conference

Who Writes This Stuff Anyway?: The Effects of Author Presence on Learning, Interaction and Social Presence [Asynchronous]

Guided by the age-old adage “the students won't care how much you know, till they know how much you care”, this presentation reports the findings of a study (n=416) on the effects of Authorial Presence on learning, interaction and perceptions of social presence in online, self-paced, instructional settings. Authorial Presence (a “visible” author, writing in 1st person, directly addressing the reader) was not found to directly influence student learning, but did affect interaction and social presence which in turn influenced learning. I discuss the implications and value of authorial presence for self-paced, largely solitary instruction and some study limitations which suggest that significantly different results might be found with different subject matter. The findings should be relevant to instructional designers and developers of distance learning and online training materials.

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