As a consequence of the COVID-19 pandemic, many higher education programs had to switch to synchronous online teaching. Teachers suddenly faced pressing unaddressed challenges, such as how to better transfer their “presence” from the traditional classroom to the online space in a way that keeps students engaged. This paper explores new venues for increasing the quality of synchronous online learning. We propose the notion of broad on-slide presence, pillared on an increased instructor expressiveness and an elevated instructor slide-content interaction. We conducted four studies to investigate the benefits of delivering lectures in this format, using a mixed methods research approach. We combined survey methodology with transversal design and structural equation modelling with qualitative methodology using discourse analysis of teacher interviews. Results revealed a significant increase in perceived knowledge gain and attentional engagement, and an improved and more personal student experience. At the same time, the instructor’s broader on-slide presence also resulted in an increased teacher satisfaction.

由于 COVID-19 大流行，许多高等教育项目不得不转向同步在线教学。教师们突然面临着尚未解决的紧迫挑战，例如如何更好地将他们的“存在”从传统课堂转移到在线空间，以保持学生的参与度。本文探索了提高同步在线学习质量的新途径。我们提出了幻灯片上广泛存在的概念，以提高教师的表达能力和提高的教师幻灯片内容交互为基础。我们进行了四项研究，使用混合方法研究方法来调查以这种形式授课的好处。我们使用教师访谈的话语分析将调查方法与横向设计和结构方程建模与定性方法相结合。结果显示，感知到的知识获取和注意力投入显着增加，学生体验得到改善和更加个性化。同时，教师在幻灯片上更广泛的参与也提高了教师的满意度。