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<journal-id journal-id-type="publisher-id">Front. Educ.</journal-id>
<journal-title>Frontiers in Education</journal-title>
<abbrev-journal-title abbrev-type="pubmed">Front. Educ.</abbrev-journal-title>
<issn pub-type="epub">2504-284X</issn>
<publisher>
<publisher-name>Frontiers Media S.A.</publisher-name>
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<article-meta>
<article-id pub-id-type="doi">10.3389/feduc.2024.1402007</article-id>
<article-categories>
<subj-group subj-group-type="heading">
<subject>Education</subject>
<subj-group>
<subject>Correction</subject>
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</subj-group>
</article-categories>
<title-group>
<article-title>Corrigendum: Meaningful connection in virtual classrooms: graduate students&#x00027; perspectives on effective instructor presence in blended courses</article-title>
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<contrib contrib-type="author" corresp="yes">
<name><surname>McNeill</surname> <given-names>Laura</given-names></name>
<xref ref-type="aff" rid="aff1"><sup>1</sup></xref>
<xref ref-type="corresp" rid="c001"><sup>&#x0002A;</sup></xref>
<uri xlink:href="http://loop.frontiersin.org/people/2186168/overview"/>
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<contrib contrib-type="author">
<name><surname>Bushaala</surname> <given-names>Saad</given-names></name>
<xref ref-type="aff" rid="aff2"><sup>2</sup></xref>
<uri xlink:href="http://loop.frontiersin.org/people/2226058/overview"/>
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<aff id="aff1"><sup>1</sup><institution>Department of Educational Leadership, Policy, and Technology Studies, College of Education, University of Alabama</institution>, <addr-line>Tuscaloosa, AL</addr-line>, <country>United States</country></aff>
<aff id="aff2"><sup>2</sup><institution>Department of Modern Languages and Classics, College of Arts and Sciences, University of Alabama</institution>, <addr-line>Tuscaloosa, AL</addr-line>, <country>United States</country></aff>
<author-notes>
<fn fn-type="edited-by"><p>Edited and reviewed by: Patrick R. Lowenthal, Boise State University, United States</p></fn>
<corresp id="c001">&#x0002A;Correspondence: Laura McNeill <email>jlmcneill&#x00040;ua.edu</email></corresp>
</author-notes>
<pub-date pub-type="epub">
<day>26</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="collection">
<year>2024</year>
</pub-date>
<volume>9</volume>
<elocation-id>1402007</elocation-id>
<history>
<date date-type="received">
<day>16</day>
<month>03</month>
<year>2024</year>
</date>
<date date-type="accepted">
<day>10</day>
<month>04</month>
<year>2024</year>
</date>
</history>
<permissions>
<copyright-statement>Copyright &#x000A9; 2024 McNeill and Bushaala.</copyright-statement>
<copyright-year>2024</copyright-year>
<copyright-holder>McNeill and Bushaala</copyright-holder>
<license xlink:href="http://creativecommons.org/licenses/by/4.0/"><p>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.</p></license></permissions>
<related-article id="RA1" related-article-type="corrected-article" journal-id="Front. Educ." journal-id-type="nlm-ta" vol="8" page="1271245" xlink:href="10.3389/feduc.2023.1271245" ext-link-type="doi">A corrigendum on <article-title>Meaningful connection in virtual classrooms: graduate students&#x00027; perspectives on effective instructor presence in blended courses</article-title> by McNeill, L., and Bushaala, S. (2023). <italic>Front. Educ</italic>. 8:1271245. doi: <object-id>10.3389/feduc.2023.1271245</object-id></related-article>
<kwd-group>
<kwd>instructor presence</kwd>
<kwd>distance education</kwd>
<kwd>online education</kwd>
<kwd>online learning</kwd>
<kwd>online learners</kwd>
<kwd>graduate students</kwd>
<kwd>higher education</kwd>
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<custom-meta>
<meta-name>section-at-acceptance</meta-name>
<meta-value>Digital Education</meta-value>
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</front>
<body>
<p>In the published article, there was a mistake in the Results section. A correction has been made to Results, <italic>Findings from the semi-structured interview</italic>.</p>
<p>This section previously stated:</p>
<p>&#x0201C;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.&#x0201D;</p>
<p>The corrected section appears below:</p>
<p>&#x0201C;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.&#x0201D;</p>
<p>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.</p>
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