In the published article, there was a mistake in the Results section. A correction has been made to Results, Findings from the semi-structured interview.
This section previously stated:
“Several themes (Table 4) emerged in relation to the open-ended survey asking participants (n = 10) to describe significant factors in establishing and maintaining an effective online instructor presence. The survey questions (Supplementary Appendix B), focused on effective instructor presence behaviors, actions, and position, and the related effects on learners. The resulting themes, as seen in Table 4, are: (1) The instructor connects early and often, (2) The instructor is visible, connected, and engaged, (4) The instructor builds trust and sets the stage for learning, and (4) Disconnected instructor presence results in students feeling overwhelmed and anxious.”
The corrected section appears below:
“Several themes emerged in relation to the semi-structured interview questions (Appendix A). The resulting themes, as seen in Appendix are: (1) The instructor connects early and often, engaged, (2) The instructor is visible, connected, and engaged, (3) The instructor builds trust and sets instructor presence results in students feeling, and (4) Disconnected instructor presence results in students feeling overwhelmed and anxious.”
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Statements
Publisher’s note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Summary
Keywords
instructor presence, distance education, online education, online learning, online learners, graduate students, higher education
Citation
McNeill L and Bushaala S (2024) Corrigendum: Meaningful connection in virtual classrooms: graduate students' perspectives on effective instructor presence in blended courses. Front. Educ. 9:1402007. doi: 10.3389/feduc.2024.1402007
Received
16 March 2024
Accepted
10 April 2024
Published
26 April 2024
Volume
9 - 2024
Edited and reviewed by
Patrick R. Lowenthal, Boise State University, United States
Updates
Copyright
© 2024 McNeill and Bushaala.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Laura McNeill jlmcneill@ua.edu
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.