Hybrid Presence in Networked Learning: A Shifting and Evolving Construct

Part of the Research in Networked Learning book series (RINL)


Despite the rapid growth of open online courses (namely, MOOCs) in recent years, a fundamental question is still being debated widely in the education community: how to design and deliver these MOOCs in a way that is not based on, what Freire terms, a banking model of education, in which the teacher has traditionally been the central authority. The goal of this chapter is to examine current conceptions of ways of being in teaching and learning environments through the lens of “presence,” and we identify a different type of being, a different “presence,” which we term hybrid presence. Instead of a single facilitating role that might be connoted by a teaching or teacher presence, we propose a presence which stems out of authentic relationships among, what Rheingold terms, esteemed co-learners. Along with our proposed hybrid presence, we propose a handful of design principles for designing learning environments that foster this hybrid presence among esteemed co-learners.


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Applied Linguistics DepartmentUniversity of Massachusetts BostonBostonUSA
  2. 2.Teaching and Learning Innovation CentreGoldsmiths, University of LondonLondonUK

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