Instructor Impact on Differences in Teaching Presence Scores in Online Courses

The International Review of Research in Open and Distributed Learning

View Publication Info
 
 
Field Value
 
Title Instructor Impact on Differences in Teaching Presence Scores in Online Courses
 
Creator Fiock, Holly
Maeda, Yukiko
Richardson, Jennifer C.
 
Subject online learning
Community of Inquiry framework
teaching presence
higher education
direct instruction
 
Description Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements—(a) facilitation of discourse, (b) direct instruction, and (c) instructional design and organization—that work together to create a collaborative-constructivist learning environment. Data from the Community of Inquiry survey from 160 learners in 11 course sections were analyzed using a one-way analysis of variance (ANOVA) to determine whether statistically significant differences existed in teaching presence scores between sections of two online courses with identical course design taught by different instructors. Results showed significant differences between individual instructors’ teaching presence scores for each of the two courses. Specifically, significant differences were found in each sub-element of teaching presence except for one course’s instructional design and organization. Conceptual and methodological explanations of the findings are provided, and implications and suggestions for future research are discussed.
 
Publisher Athabasca University Press
 
Date 2021-08-23
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed, double-blind
 
Format text/html
application/epub+zip
application/pdf
 
Identifier http://www.irrodl.org/index.php/irrodl/article/view/5456
10.19173/irrodl.v22i3.5456
 
Source The International Review of Research in Open and Distributed Learning; Vol. 22 No. 3 (2021); 55-76
1492-3831
 
Language eng
 
Relation http://www.irrodl.org/index.php/irrodl/article/view/5456/5558
http://www.irrodl.org/index.php/irrodl/article/view/5456/5571
http://www.irrodl.org/index.php/irrodl/article/view/5456/5572
 
Rights http://creativecommons.org/licenses/by/4.0
 

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