Instructor Impact on Differences in Teaching Presence Scores in Online Courses

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) instructio...

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Autores principales:	Holly Fiock, Yukiko Maeda, Jennifer C. Richardson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	online learning Community of Inquiry framework teaching presence higher education direct instruction Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/4eb62239dfbe4012a7bc42fe5e5c3b24
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id	oai:doaj.org-article:4eb62239dfbe4012a7bc42fe5e5c3b24
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spelling	oai:doaj.org-article:4eb62239dfbe4012a7bc42fe5e5c3b242021-12-02T18:02:58ZInstructor Impact on Differences in Teaching Presence Scores in Online Courses10.19173/irrodl.v22i3.54561492-3831https://doaj.org/article/4eb62239dfbe4012a7bc42fe5e5c3b242021-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5456https://doaj.org/toc/1492-3831Using 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. Holly FiockYukiko MaedaJennifer C. RichardsonAthabasca University Pressarticleonline learningCommunity of Inquiry frameworkteaching presencehigher educationdirect instructionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning Community of Inquiry framework teaching presence higher education direct instruction Special aspects of education LC8-6691
spellingShingle	online learning Community of Inquiry framework teaching presence higher education direct instruction Special aspects of education LC8-6691 Holly Fiock Yukiko Maeda Jennifer C. Richardson Instructor Impact on Differences in Teaching Presence Scores in Online Courses
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.
format	article
author	Holly Fiock Yukiko Maeda Jennifer C. Richardson
author_facet	Holly Fiock Yukiko Maeda Jennifer C. Richardson
author_sort	Holly Fiock
title	Instructor Impact on Differences in Teaching Presence Scores in Online Courses
title_short	Instructor Impact on Differences in Teaching Presence Scores in Online Courses
title_full	Instructor Impact on Differences in Teaching Presence Scores in Online Courses
title_fullStr	Instructor Impact on Differences in Teaching Presence Scores in Online Courses
title_full_unstemmed	Instructor Impact on Differences in Teaching Presence Scores in Online Courses
title_sort	instructor impact on differences in teaching presence scores in online courses
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/4eb62239dfbe4012a7bc42fe5e5c3b24
work_keys_str_mv	AT hollyfiock instructorimpactondifferencesinteachingpresencescoresinonlinecourses AT yukikomaeda instructorimpactondifferencesinteachingpresencescoresinonlinecourses AT jennifercrichardson instructorimpactondifferencesinteachingpresencescoresinonlinecourses
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Instructor Impact on Differences in Teaching Presence Scores in Online Courses

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