Abstract
ABSTRACT The coronavirus pandemic mandated unexpected “instant transitions” to remote learning and accelerated student demand for online courses. As a result, U.S. colleges and universities across the nation began and have continued to expand their online courses and degree programs, 1 which underscores the need for continuing and expanding the scholarly examination of online teaching and learning. 2 This reflective essay presents an overview of two disciplinary perspectives on scholarship, instructional communication research related to immediacy and online education research related to presence. A comparison of the six components of instructional communication competence to the constructs of social presence and teaching presence is outlined and mapped. The essay concludes with research-based suggestions for enhancing what teachers say and do in online courses in order to expand our understanding of online teaching and learning. Recommendations are offered for interdisciplinary research regarding instructor immediacy and presence.
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