Deepening Understanding of Multicultural Online Education: Teaching Presence for English Language Learners

Document Type

Book Chapter

Publication Date



online learning resources, online learning, distance education, English language learners, multicultural education, distributed learning, distance education course, diversity, synchronous learning

Digital Object Identifier (DOI)



In the 21st century, online education provides an alternative instructional medium for teachers and students in United States educational systems and the world at large. Technology transforms how, when, and where students can learn, as well as the trends and use of instructional tools by students and teachers in the teaching-learning process. Online learning has developed during the past two decades to support traditional face-to-face classroom instruction and provides an opportunity for students to “interact with faculty and peers about substantive matters” (National Survey of Student Engagement, 2007, p. 7). The increase in minority students within U.S. schools has created a rise in socio-cultural, personal histories, educational, religious, and language/linguistic differences within the virtual classroom, requiring online instructors who teach in these contexts to be prepared to meet students' diverse needs. Despite the increase in online instruction, many questions remain unanswered with regards to how one group of minorities, particularly, English learners, adjust to instructional processes and teacher presence in an online learning environment. This chapter addresses the role of teacher presence in multicultural and online education, potential challenges of online learning for English learners, and teacher presence in multicultural online education.

Citation / Publisher Attribution

Deepening Understanding of Multicultural Online Education: Teaching Presence for English Language Learners, in L. Kyei-Blankson, J. Blankson, E. Ntuli & C. Agyeman (Eds.), Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, IGI Global, p. 472-493