Social presence remains the key to a successful learning experience, and understanding social presence, with its critical connection to learning and community building, allows us to better support faculty and students.
BiographyAmy Garrett Dikkers, Ph.D., Assistant Professor, earned a Ph.D. in Comparative and International Development Education at the University of Minnesota in 2006, a M.Ed. in Secondary English Education from Wake Forest University in 1996, and a B.A. in English from the University of North Carolina at Greensboro in 1995. Before her doctoral study, she taught secondary school English domestically and abroad. The focus of her doctoral study was international development education, specifically the education of children in difficult circumstances, such as street children, ethnic minority children, refugee and immigrant children, and other groups often not served effectively in formal school settings around the world. She has taught face-to-face, hybrid, and online courses at the undergraduate and graduate levels in educational reform, school technology leadership and vision, comparative education, and the foundations of education. Her professional interests include the preparation of educational leaders and the use of technology-enhanced, hybrid, and online learning in K12 and higher education. Current research centers on reflective practice, maximizing online and blended learning, and incorporating community professionals into courses through technology.
Teaching in high-tech learning environments that center on collaboration and team-based learning often requires a complete course redesign and great deal of faculty time.
Interdependent Catalysts for Transforming Learning Environments ... and the Faculty Who Teach in Them
Designers of technology-rich interactive learning environments must consider the interdependent factors of physical and virtual spaces, faculty, students, and institutional infrastructure to create an effective setting for teaching and learning.