[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-593157-en":59,"doc-seo-593157-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80,"preview_page_count":4},593157,137455076865,"Aran","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Using Teacher Presence in Online Higher Education to Foster Global Citizenship among Adult Learners","Teacher presence in online higher education is examined as a practical lever to foster global citizenship among adult learners. The discussion frames online adult learning through the responsibility of higher education institutions to support learners as members of a wider global community, while emphasizing technological and COVID-19-driven shifts to online platforms. Using the Community of Inquiry model and andragogy principles, the work connects literature findings with practitioner best practices for course designers and instructors.","Using Teacher Presence in Online Higher Education to Foster Global Citizenship among Adult Learners  \nBy Tanya M. Tarbutton * & Lori B. Doyle±  \nHigher education institutions must recognize the responsibility to support online adult learners as members of a larger global community and technological advancements have made this a reality. COVID-19 restrictions to in-person learning highlighted the need for online learning platforms that promote the benefits of teacher presence, consider the tenets of the Community of Inquiry model, and commit to the principles of andragogy. A need to explore the possibilities for fostering global citizenship among adult learners in online higher education environments has been identified as a problem space and a methodological approach will be used to connect findings from the literature with best practices for practitioners. Global citizenship is not a new concept;  \nhowever, current and worldwide events have created a renewed dedication to the construct. Discussions based on the literature and established theoretical frameworks will precede practical implications for directors, course designers, and instructors. Online education will be described as ripe with opportunities for higher education institutions to foster global citizenship among adult learners.  \nKeywords: global citizenship, online education, adult learners, higher education, Community of Inquiry, teacher presence  \nAdult Learners  \nOnline higher education has been on the rise as a result of technological advancements and a growing population of adult learners. There is a problem space or a need to explore the possibilities for fostering global citizenship among adult learners in online higher education environments. The United Nations (n.d.) recognized the responsibility of higher education institutions to support learners regarding their membership in the larger global community. Institutions utilizing online learning platforms are poised to promote this mindset and help learners capitalize on far-reaching opportunities. Online adult learners are best supported when practitioners build upon the principles of andragogy coupled with theoretical frameworks specific to online higher education (Knowles, Holton, Swanson, & Robinson, 2020). One theoretical framework that has received attention for its direct application to online education is Community of Inquiry (CoI) (Diep et al., 2019). The authors will investigate one aspect of CoI, teacher presence, and draw implications based on experience working in online higher education. Shutdowns due to COVID-19, an infectious disease caused by the SARS-CoV-2 virus (World Health Organization, 2019), enhanced the focus and accelerated the time frame for  \n*  \nAssociate Professor, MAED and Program Director School Administration, Concordia University Irvine, USA.  \n±Assistant Professor, MAED and Program Director Curriculum & Instruction, Concordia University Irvine, USA.  \ninstitutions to provide ways for students to connect with a larger, more global community. To address students’ feelings of isolation, Tan (2021) suggested teacher presence is especially important and impactful during the recovery period following the pandemic. A methodological system was employed to establish a problem space, situate the problem within a theoretical framework, and draw implications for practitioners that are supported by the literature as well as personal experience. The authors hope to inspire higher education directors, designers, and instructors working in online environments and promote the tenets of teacher presence to support adult online learners and foster global citizenship.  \nGlobal Citizenship  \nGlobal citizenship models have become increasingly more popular with the development of the internet and other technological advancements (Akkari & Maleq, 2019). According to the authors,“The concept of citizen of the world is not a new idea and can be traced back to cosmopolitan cities that have produced ","cbCaiuAGPqw42CZ1","https://ap.wps.com/l/cbCaiuAGPqw42CZ1","pdf",126490,15,"English","en",105,"# Introduction\n# Adult Learners\n# Global Citizenship","[{\"question\":\"Why is teacher presence important in online higher education for adult learners?\",\"answer\":\"The text argues that teacher presence supports adult learners’ connection and belonging in a larger global community, and is especially impactful during recovery from pandemic-related isolation.\"},{\"question\":\"Which theoretical frameworks guide the study?\",\"answer\":\"The work references Community of Inquiry (specifically teacher presence) and andragogy, aligning practitioner practices with online higher education needs.\"},{\"question\":\"How does the document define global citizenship?\",\"answer\":\"Global citizenship is described as an umbrella concept for social, political, environmental, and economic actions on a worldwide scale, grounded in shared identity and human values.\"}]","Using Teacher Presence in Online Higher Education to Foster Global Citizenship among Adult Learners | PDF",1792076713,38,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"using-teacher-presence-in-online-higher-education-to-foster-global-citizenship-among-adult-learners","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/using-teacher-presence-in-online-higher-education-to-foster-global-citizenship-among-adult-learners/593157/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/using-teacher-presence-in-online-higher-education-to-foster-global-citizenship-among-adult-learners/593157.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":19},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"Why is teacher presence important in online higher education for adult learners?","Question",{"text":129,"@type":130},"The text argues that teacher presence supports adult learners’ connection and belonging in a larger global community, and is especially impactful during recovery from pandemic-related isolation.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"Which theoretical frameworks guide the study?",{"text":134,"@type":130},"The work references Community of Inquiry (specifically teacher presence) and andragogy, aligning practitioner practices with online higher education needs.",{"name":136,"@type":127,"acceptedAnswer":137},"How does the document define global citizenship?",{"text":138,"@type":130},"Global citizenship is described as an umbrella concept for social, political, environmental, and economic actions on a worldwide scale, grounded in shared identity and human values.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792230292]