ABSTRACT
With rich professional development programs, the authors can start to help their faculty understand different genres of technology and, more importantly, learn how to make learning experiences relevant and meaningful. Since its origin 40 years ago, the concept of professional development has drastically changed, especially with the advent of distance education. The need for professional development programs has changed greatly over the years, especially with the emergence of online and blended learning curricula, courses, and programs. Another consideration in professional development programs involves cultivating an awareness of social presence in an online or blended learning experience and learning how to engender social presence and sustain it through the course or program. To learn about the impact of social presence in professional development programs, the author conducted a small-scale study in January 2015 that introduced instructors in a faculty development program to social presence and employed the Social Presence Model.
