Assignment 1 | Create and share an infographic – Strategies for 3 Presences of COI


For teaching presence:

Strategy 1:Be present at the course site

Maintain frequency of presence via a variety of tools, whether these be virtual classrooms, emails, or texting, responding to learners’ questions in a real time manner (Boettcher, 2011).

Strategy 2:Reach out to students prior the course

Plan instruction and guide for students long before the course starts, devoting more time to guiding the students instead of preparing lessons. It helps students better prepare for the future learning (Eight Roles of an Effective Online Teacher, n.d.).

Strategy 3:Ask for feedbacks over the course

Response timely to students’ feedbacks and make adjustment when needed over the course – to treat the course in an agile model of course design, like a jazz combo (Bates, 2015) .

For Social presence:

Strategy 1:Encourage purposeful engagement

Encourage interaction, and relationships between members of the group is practical measures to maintain purposeful engagement in terms so social presence, practices regard this include setting the tone of openness, fairness, safety, and debate (Garrison et al., 2017).

Strategy 2:Establish diversified connection with students

Translate all communication ideas in the face-to-face setting to the digital environment, for example by sharing personal experiences, leaving feedbacks, synchronous conversation (SIP 10.10 Establish a Strong Social Presence Online – The Well, n.d.).

Strategy 3:Take advantage of the online discussion board.

Use online discussion board to establish conversation is a useful way for establishing social presence for all learners. Activities regarding this include asking questions, posting threads relative to courses, group discussion.

For cognitive presence:

Strategy 1:Give support for students’ understanding

Use discussions to encourage students discourse with questions so as to avoid any misunderstanding; Give directions and instructions to assist learners in moving beyond misconceptions; Provide indications of the connection of new knowledge with prior learning experience or knowledge, thus helping students understanding of new knowledge.

Strategy 2: Initiate practical application of knowledge

Use case study to help students understand the application of theoretical knowledge in addressing real-world problems.

Strategy 3:Encourage reflection

Design clear rubrics for learners’ reflection and assessment.

Organize peer-review activities to encourage students to exchange their understanding and reflection, based on precise rubrics for assessment.

Use discussions to encourage learners to share their own experience in applying what they have learned in real work contexts or their learning goals for the future.

These strategies are based on the ‘three Rs’ of student engagement presented by  Littky and Grabelle, (2004).

  1. Relevance – prompting student curiosity and making connections to previous learning and knowledge.
  2. Rigour – asking students to solve problems that are meaningful to them personally.
  3. Relationships – designing a learning environment where students can work collaboratively.


Bates, T. (2015). Chapter 4.7 ‘Agile’ Design: flexible designs for learning. In Teaching in the digital age.

Boettcher, J. V. (2011). Ten Best Practices for Teaching Online Quick Guide for New Online Faculty. Designing for Learning.

Eight Roles of an Effective Online Teacher. (n.d.). Retrieved September 12, 2021, from

Garrison, D. R., Cleveland-Innes, M., & Vaughan, N. D. (2017). Teaching in Blended learning environments – Creating and Sustaining Communities of Inquiry. In E-Learning in the 21st Century: A Framework for Research and Practice, Second Edition.

Littky, D., & Grabelle, S. 1970-T. A.-T. T.-. (2004). The big picture : education is everyone’s business LK  – (NV-1 o). Association for Supervision and Curriculum Development.

SIP 10.10 Establish a Strong Social Presence Online – The Well. (n.d.). Retrieved September 12, 2021, from

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Eric Yu is a dynamic English Second Language Instructor in the areas of distant learning. He holds a Bachelor degree from the Shanghai International Studies University and is currently studying in the MS degree from Royal Roads University in Victoria, BC, Canada. Since moving to Canada in 2011, he acclimated himself to the local anculture, and quickly built a cross nation online learning practice, getting involved in IELTS teaching and other online training projects between China and Canada. Eric Yu currently lives in Shanghai, China and work as the team leader of online after-school education in Global Eduation of Puxin Limited. He loves music and is fascinated to search for rare CDs and LPs of rock and jazz musicians in 1960s. Eric Yu has performed well in a diverse range of team environments, from every corner of the world. He lives in Shanghai, China but travels around the world frequently both for work and leisure.

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