Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory

Given that there is no consensus on a framework for measuring presence in online teaching, this paper focuses on the construction of a reliable measurement framework of teaching presence based on the Community of Inquiry theory. In this study, 408 questionnaires were collected from college students...

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Autores principales:	Yang Wang, Li Zhao, Shusheng Shen, Wenli Chen
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	teaching presence measurement framework community of inquiry reliability and validity online learning Psychology BF1-990
Acceso en línea:	https://doaj.org/article/0ef7f3820a2f4797bab16f25bb88a61d
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spelling	oai:doaj.org-article:0ef7f3820a2f4797bab16f25bb88a61d2021-11-30T15:36:25ZConstructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory1664-107810.3389/fpsyg.2021.694386https://doaj.org/article/0ef7f3820a2f4797bab16f25bb88a61d2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.694386/fullhttps://doaj.org/toc/1664-1078Given that there is no consensus on a framework for measuring presence in online teaching, this paper focuses on the construction of a reliable measurement framework of teaching presence based on the Community of Inquiry theory. In this study, 408 questionnaires were collected from college students who had online learning experience. Item analysis, exploratory factor analysis, and confirmatory factor analysis were used to analyze the results, which showed that the five-factor framework is in good agreement with the data. The confirmatory factor analysis also demonstrated a good model fit of the correlated five-factor teaching presence framework. Therefore, the teaching presence measurement framework consisting of design and organization, discourse facilitation, direct instruction, assessment, and technological support, can serve as an effective tool to support teaching presence measurement and to provide guidance for instructors’ online teaching.Yang WangLi ZhaoShusheng ShenWenli ChenFrontiers Media S.A.articleteaching presencemeasurement frameworkcommunity of inquiryreliability and validityonline learningPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	teaching presence measurement framework community of inquiry reliability and validity online learning Psychology BF1-990
spellingShingle	teaching presence measurement framework community of inquiry reliability and validity online learning Psychology BF1-990 Yang Wang Li Zhao Shusheng Shen Wenli Chen Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory
description	Given that there is no consensus on a framework for measuring presence in online teaching, this paper focuses on the construction of a reliable measurement framework of teaching presence based on the Community of Inquiry theory. In this study, 408 questionnaires were collected from college students who had online learning experience. Item analysis, exploratory factor analysis, and confirmatory factor analysis were used to analyze the results, which showed that the five-factor framework is in good agreement with the data. The confirmatory factor analysis also demonstrated a good model fit of the correlated five-factor teaching presence framework. Therefore, the teaching presence measurement framework consisting of design and organization, discourse facilitation, direct instruction, assessment, and technological support, can serve as an effective tool to support teaching presence measurement and to provide guidance for instructors’ online teaching.
format	article
author	Yang Wang Li Zhao Shusheng Shen Wenli Chen
author_facet	Yang Wang Li Zhao Shusheng Shen Wenli Chen
author_sort	Yang Wang
title	Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory
title_short	Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory
title_full	Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory
title_fullStr	Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory
title_full_unstemmed	Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory
title_sort	constructing a teaching presence measurement framework based on the community of inquiry theory
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/0ef7f3820a2f4797bab16f25bb88a61d
work_keys_str_mv	AT yangwang constructingateachingpresencemeasurementframeworkbasedonthecommunityofinquirytheory AT lizhao constructingateachingpresencemeasurementframeworkbasedonthecommunityofinquirytheory AT shushengshen constructingateachingpresencemeasurementframeworkbasedonthecommunityofinquirytheory AT wenlichen constructingateachingpresencemeasurementframeworkbasedonthecommunityofinquirytheory
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Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory

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