Online Learning and Social Presence

Abstract

Devising pedagogical strategies that will engage students in ways which will assure the development of their skills of critique and analysis presents a challenge to tertiary teachers. This paper draws on data from a recent case-based evaluation study to argue that innovative assessment and the development of social presence in online learning environments can contribute to developing skills of critique and analysis in tertiary students. The paper is underpinned by the belief that creative thinking about curriculum issues must continue to lead debates about tertiary pedagogy, the use of educational technologies and online learning. It concludes by posing implications for further research in pedagogical practices in tertiary settings.