The Role of Instructor Presence in Teaching Healthcare Professionals: Enhancing Engagement through Welcome Videos

In online learning environments, particularly in healthcare education, establishing a strong instructor presence is crucial for fostering student motivation and improving course retention. Studies indicate that instructor presence positively correlates with higher student engagement and overall satisfaction, which directly contribute to better learning outcomes (Kreijns, Kirschner, & Jochems, 2003). This is particularly important in healthcare education, where students need to bridge theoretical knowledge with practical application in real-world settings. A welcome video is an effective tool to humanize the online experience, establishing an interpersonal connection while also providing clarity in the learning process.

The welcome video serves to create a student-centered pedagogical tone, which is critical in healthcare education where student engagement is key to success. By fostering a welcoming atmosphere early in the course, the video helps build a sense of community and belonging, essential for motivating students to remain engaged and committed (Palloff & Pratt, 2007). This aligns with constructivist learning principles, which emphasize creating a safe, stimulating environment for knowledge construction (Vygotsky, 1978). By introducing myself and sharing my teaching philosophy, I aim to establish a supportive environment conducive to collaboration and student growth.

Additionally, the welcome video contributes to building student trust and relatability through personal storytelling. Sharing my professional background and experiences as a nurse educator not only humanizes my role but also strengthens my connection to the students (Anderson, 2004). By detailing my expertise in critical care, adult education, and emergency preparedness, I show my commitment to student-centered teaching and inquiry-based learning, essential for healthcare professionals who must engage in critical thinking and problem-solving in dynamic environments.

Research has demonstrated that shorter videos, typically under five minutes, are most effective for sustaining student attention and maximizing cognitive engagement (Liu, Bonk, & Magjuka, 2007). Consistent with Universal Design for Learning (UDL) principles, the welcome video was kept concise, under three minutes, and included captions and clear visuals to enhance understanding (Rose, Meyer, & Gordon, 2014). This approach reduces cognitive load and ensures that content is accessible to a wider range of learners (Sweller, 2011), ensuring that key information is presented in a way that supports all learners.

Areas for Improvement and Future Enhancements

Although the welcome video successfully fosters a welcoming atmosphere and supports student engagement, there are several areas where it can be further enhanced. Research suggests that incorporating interactive elements into online learning materials increases student engagement and participation (Garrison & Vaughan, 2008). To further promote social presence and student agency, future versions of the welcome video could include interactive tasks, such as video replies or a discussion prompt where students introduce themselves and share their goals for the course. These tasks would encourage active participation and help students feel more connected to the course and their peers while maintaining the video’s succinct format (Meyer et al., 2014).

In conclusion, the welcome video is a valuable tool for establishing a strong instructor presence and promoting engagement in healthcare education. By fostering a sense of connection early in the course, the video helps students feel supported and motivated to actively participate in their learning. As online healthcare education continues to evolve, integrating interactive elements will enhance the impact of the welcome video, ultimately improving student learning outcomes.

References

Anderson, T. (2004). Teaching in an online learning context. Theory and practice of online learning, 273.

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.

Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the literature. Computers in Human Behavior, 19(3), 335-353.

Liu, X., Magjuka, R. J., Bonk, C. J., & Lee, S. H. (2007). Does sense of community matter? An examination of participants' perceptions of building learning communities in online courses. Quarterly Review of distance education, 8(1), 9.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons.

Power, R. (2023). Everyday instructional design: A practical resource for educators and instructional designers. Power Learning Solutions.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. (No Title).

Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard University Press.