The teacher as leader: Effect of teaching behaviors on class community and agreement

This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders’ effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online course...

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Autores principales:	Beth Rubin, Ronald Fernandes
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	Community of Inquiry online learning class agreement aggregate perceptions class leadership social presence Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/35c512bfe7e14ba3aa036d0ef4173fbb
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spelling	oai:doaj.org-article:35c512bfe7e14ba3aa036d0ef4173fbb2021-12-02T19:25:29ZThe teacher as leader: Effect of teaching behaviors on class community and agreement10.19173/irrodl.v14i5.15101492-3831https://doaj.org/article/35c512bfe7e14ba3aa036d0ef4173fbb2013-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1510https://doaj.org/toc/1492-3831 This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders’ effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge. The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect. Beth RubinRonald FernandesAthabasca University PressarticleCommunity of Inquiryonline learningclass agreementaggregate perceptionsclass leadershipsocial presenceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 5 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Community of Inquiry online learning class agreement aggregate perceptions class leadership social presence Special aspects of education LC8-6691
spellingShingle	Community of Inquiry online learning class agreement aggregate perceptions class leadership social presence Special aspects of education LC8-6691 Beth Rubin Ronald Fernandes The teacher as leader: Effect of teaching behaviors on class community and agreement
description	This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders’ effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge. The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.
format	article
author	Beth Rubin Ronald Fernandes
author_facet	Beth Rubin Ronald Fernandes
author_sort	Beth Rubin
title	The teacher as leader: Effect of teaching behaviors on class community and agreement
title_short	The teacher as leader: Effect of teaching behaviors on class community and agreement
title_full	The teacher as leader: Effect of teaching behaviors on class community and agreement
title_fullStr	The teacher as leader: Effect of teaching behaviors on class community and agreement
title_full_unstemmed	The teacher as leader: Effect of teaching behaviors on class community and agreement
title_sort	teacher as leader: effect of teaching behaviors on class community and agreement
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/35c512bfe7e14ba3aa036d0ef4173fbb
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The teacher as leader: Effect of teaching behaviors on class community and agreement

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