The Role of Instructor Presence in Enhancing Motivation in Online Learning in Japan
DOI:
https://doi.org/10.47941/jodl.3506Keywords:
Instructor Presence, Online LearningAbstract
Purpose: The purpose of this article was to analyze the role of instructor presence in enhancing motivation in online learning.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: Instructor presence in online learning significantly increases learner motivation by making students feel supported, guided, and connected rather than isolated. Regular feedback, active discussion participation, and clear communication from instructors improve engagement, persistence, and course completion rates. Overall, visible and responsive instructors transform online courses from passive content consumption into interactive learning experiences that sustain motivation.
Unique Contribution to Theory, Practice and Policy: Social presence theory, community of inquiry framework & self-determination theory may be used to anchor future studies on the role of instructor presence in enhancing motivation in online learning. Institutions should prioritize instructor training programs that emphasize the development of a visible and engaging online presence. Education policymakers should consider instructor presence as a key element of online learning quality standards.
Downloads
References
Agbong, J. B. G., & Agbong‑Coates, I. J. G. (2024). Instructors’ presence and communication strategies on student engagement in asynchronous online classes. International Journal of Educational Management and Development Studies, 5(2), 206–232. https://doi.org/10.53378/353071
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17. https://doi.org/10.24059/olj.v5i2.1865
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1), 7-23. https://doi.org/10.1080/08923640009527071
Gering, C. S., Sheppard, D. K., Adams, B. L., Renes, S. L., & Morotti, A. A. (2018). Strengths‑based analysis of student success in online courses. Online Learning, 22(3), 55–85. https://doi.org/10.24059/olj.v22i3.1464
Johnson, A., & Kuehler, D. (2019). The role of student engagement in predicting success in online learning environments. Journal of Online Education, 24(3), 215-228. https://doi.org/10.1016/j.joed.2019.04.004
Li, W. (2024). The impact of teaching presence on students’ online learning experience. PubMed Central.
Limbu, Y. B., & McKinley, C. (2025). Factors associated with student engagement in online learning during the COVID‑19 pandemic: A systematic review. Online Learning, 29(1), 293–325. https://doi.org/10.24059/olj.v29i1.4221294
Najjar, N. (2025). The rise and drop of online learning: Adaptability and future. Frontiers in Education.
Ogunleye, O. (2021). The impact of mobile learning on student motivation in Sub-Saharan Africa. International Journal of Educational Technology, 29(4), 1023-1041. https://doi.org/10.1007/s11528-021-00552-4
Park, C., & Kim, D. (2020). Perception of instructor presence and its effects on learning experience in online classes. Journal of Information Technology Education: Research, 19, 475–488. https://doi.org/10.28945/4611
Puja, I. B. P. (2024). The mediating role of online learning motivation in virtual classes. Taylor & Francis Online.
Roque‑Hernández, R. V., et al. (2024). Perceived instructor presence, interactive tools, student satisfaction and engagement in online learning. Computers & Education Open.
Shehzad, N., & Charles, T. (2023). Exploring the impact of instructor social presence on student engagement in online higher education. Contemporary Educational Technology, 15(4), ep484. https://doi.org/10.30935/cedtech/13823
Shernoff, D. J., Sorkin, D. H., & DiFrancesco, L. (2017). The role of instructor presence in student motivation in online learning environments. Computers in Human Behavior, 68, 40-51. https://doi.org/10.1016/j.chb.2016.11.048
Singh, R., & Gupta, S. (2020). Impact of technology access on student motivation in online learning environments: A study of Indian and Brazilian students. International Journal of Distance Education, 33(2), 56-71. https://doi.org/10.1080/19345747.2020.1789861
Su, F., et al. (2023). Student engagement and teaching presence in blended and emergency remote teaching. Frontiers in Education.
Yong, S. M. (2022). Online learning motivation during COVID‑19: The role of learner‑instructor interactions. Malaysian Journal of Learning and Instruction.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Naoko Nakajima
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
