ABSTRACT

Visual media and virtual reality are now a common features of distance education environments. This has boosted research into questions surrounding visual media and technologies for educators’ professional development and teaching practice. This research explored educators’ views on identity and teaching presence in visual media in distance education. We interviewed 18 experienced educators and categorized their views on identity and visual media. The findings suggest that digital identity can be seen through the lens of networks with others, and that transmedia identity management, which we define as the ability to create and manage multiple identities across different technology platforms, is a key competence for online educators as a means of building trust within online learning communities. As a result, we modified the theory of tele-proximity (Themelis, 2013, 2014; Themeli & Bougia, 2016) by refining its concept of tele-teacher presence to include transmedia identity management. The implications for practice are that the professional development of online educators should include knowledge and competence in tele-teacher presence and especially transmedia identity management.

摘要

视觉媒体和虚拟现实现在是远程教育环境的共同特征。这促进了围绕视觉媒体和技术问题的研究，以促进教育工作者的专业发展和教学实践。这项研究探索了教育者对远程教育中视觉媒体中的身份和教学存在的看法。我们采访了18位经验丰富的教育者，并对他们对身份和视觉媒体的看法进行了分类。研究结果表明，可以通过与他人的网络视角来查看数字身份，而跨媒体身份管理（我们定义为在不同技术平台上创建和管理多个身份的能力）是在线教育者作为一项手段的关键能力。建立在线学习社区中的信任。结果是，我们通过改进远程教师在场的概念，包括跨媒体身份管理，对远程接近理论（Themelis，2013，2014； Themeli＆Bougia，2016）进行了修改。实践的含义是，在线教育工作者的专业发展应包括远程教师在场，尤其是跨媒体身份管理方面的知识和能力。