BLOG 4 EDCI 339

For this week I have read “Where’s the Teacher? Defining the Role of Instructor Presence in Social Presence and Cognition in Online Education.” from Barns. and I have noticed that “Expertise ≠ Good Teaching” (And I’ve Experienced This!) Barnes’ point that “deep knowledge doesn’t automatically make someone a good teacher” really resonated. I’ve had professors who were brilliant in their field but terrible at explaining things—especially online, where you can’t just raise your hand and ask for clarification. It’s frustrating when a course feels like a one-way broadcast instead of a conversation. And also online Classes Can Feel Lonely—Unless the Professor Shows Up. I’ve dropped online courses that felt isolating, and Barnes explains why: without intentional instructor presence, students disengage. A simple weekly check-in, personalized feedback, or even just a friendly tone in announcements can make a huge difference. The best online teachers I’ve had acted like they were in the room with us—asking questions, responding to posts, and making sure we didn’t feel like we were learning in a void. Lastly, Social Presence = The Secret Sauce
One of Barnes’ best insights is that learning is social, even online. When professors and classmates actively participate (discussions, group work, even just emoji reactions), the class feels alive. I’ve taken asynchronous courses where the professor never even replied to emails—it made me wonder if I was just teaching myself. Compare that to courses where the instructor hosted live Q&As or left voice notes on assignments, and the difference was night and day.