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Viewing teaching presence as a significant factor in successful online education, Garrison and his
colleagues (2009) explored constructs of teaching presence, including instructional design,

discourse
facilitation, and direct instruction. Instructional design focused on planning, structuring,
processing,
interacting, and evaluating online courses. Its activities include, but are not limited to, creating
online
presentations, lectures, notes, audio, and visual mini- lectures individual and group activity
assignments with scheduled deadlines, and providing guidance on how to use the technology on
the
course websites garrisoned al (2009), garrison anArbaughgh (2007)Kopczynski et al (2010). In
the
1990s, it was found that students felt physically isolated when they participated in online courses
(Cereijo, Young & Wilhelm, 2001; Daugherty & Funke, 1998), especially when the instructor
could
not immediately provide feedback to learners (McIsaac, Blocher, Mahes, & Vrasidas, 1999). This
problem remains till today; students suffer isolation when they study in an online environment
and
this situation is often considered to be unavoidable (McInnerney & Roberts, 2004).
one benefit of online learning concerned with its effectiveness in educating students, its use as
professional development, its cost-effectiveness to combat the rising cost of postsecondary
education,
credit equivalency at the postsecondary level, and the possibility of providing a world-class
education
to anyone with a broadband connection (Bartley & Golek, 2004; De la Varre, Keane, & Irvin,
2011;
Gratton-Lavoie & Stanley, 2009; Koller & Ng, 2014; Lorenzetti, 2013). Moreover, there has
been also an increase demand for online learning from students from all walks of
life. Online learning is a form of distance learning or distance education, which has long been a
part
of the American education system and it has become the largest sector of distance learning in
recent
years (Bartley & golek, 2004; Evans & hasse, 2001).
Online learning hathe the potential to improve learning outcomes by replacing lecture time with
the
group and individual work that engages students more actively in learning, enabling greater
motivation and deeper learning (Twig ,2003). Some online programs are game-based, facilitating
situated understandings, multiple perspectives and transfer through immersive experiences and
activities (Dede 2009; Gee 2006).
A child who spends too much time in virtual worlds is less likely to have effective social skills to
interact in the real world simply from lack of practice. (Kim, LaRose & Peng) posited
technology
negatively impacted social skills.
Researchers see blended learning in the middle of spectrum face-to-facece and fully online
instruction
(graham, Allan, and Ure 2005; U.S. Department of education 2007; waston et al.2010)
Harmon and Lambrinos (2012) hypothesized that the outcomes might be different for graduate
students who might be more mature and have better independent learning skills.\
In an experimental study of 228 university students, Xu et al. (2014) found that personalized
virtual
online learning environments improved students’ exam performance, satisfaction and self-
efficacy
compared to non-personalized virtual learning environments.
line learning represents many different purposes and practices just as face-toface learning
represents a
range of practices. For example, in face-to face education, teachers may lecture, encourage small
group activities or, most likely, adopt a range of practices in a single course. Not surprisingly,
emerging evidence indicates that some online learning programs are more effective than others.
It is
also important not to generalize findings across programs with differing designs (Cavalluzzo
2004).
online learning might improve productivity by using instructional resources such as books and
computer-based materials as well as teachers and peers more effectively. Productivity gains can
result
from focusing on specific student needs in order to improve learning or from using student time
more
effectively, as students are not constrained by the collective pace of the class. In addition,
flexible
scheduling and other forms of individualization might help retain students who are otherwise at
risk of
dropping out of an institution (Repetto et al. 2010).
Learners could receive resources of texts, figures, audio and video, and interpersonal interaction
through hyperlinks and online inquiries (Chen, 2010). You don’t have to live in the same city or
the
same country to attend the learning institution of your choice. You can study wherever you have
access to a computer and Internet connection. Moreover, the course offered at distance learning
centers are cheaper than the courses provided at traditional education centers (Brown, 2017).

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Viewing teaching presence as a significant factor in successful online education, Garrison and his

colleagues (2009) explored constructs of teaching presence, including instructional design,

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