A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses

Shea, Peter; Li, Chun Sau; Pickett, Alexandra

doi:10.1016/j.iheduc.2006.06.005

Cited by 527 publications

(376 citation statements)

References 9 publications

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“…While prior research has examined individual student demographics (e.g., Kim et al, 2011;Shea & Bidjerano, 2009b;Shea, Li, & Pickett, 2006) little research has examined the effect of group demographics; this study supports that notion that the class composition affects the individual's experience.…”

Section: Discussionsupporting

confidence: 75%

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

Rubin

Fernandes

2013

IRRODL

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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.

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Section: Discussionsupporting

confidence: 75%

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

Rubin

Fernandes

2013

IRRODL

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“…Another strand of CoI investigations, which are rooted in social presence studies that actually predate the formulation of the CoI framework, involves survey research concerned initially with student perceptions of social (Richardson & Swan, 2003) and then teaching (Shea, Li, Swan & Pickett, 2005;Shea, Li & Pickett, 2006) Although the various studies and methodologies described above together strongly confirm the validity of the CoI framework, they do not tell us anything about how important students think the processes it describes are. Indeed, that is okay.…”

Section: Introductionmentioning

confidence: 99%

Student ratings of the importance of survey items, multiplicative factor analysis, and the validity of the community of inquiry survey

Díaz

Swan

Ice

et al. 2010

The Internet and Higher Education

108

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Abstract:This research builds upon prior validation studies of the Community of Inquiry (CoI) survey by utilizing multiple ratings measures to validate the survey's tripartite structure (teaching presence, social presence, & cognitive presence). In prior studies exploring the construct validity of these 3 subscales, only respondents' course ratings were utilized. This study asked participants to additionally rate the importance of each CoI survey item. Descriptive analyses of the gaps between course rating scores and the respective item importance ratings revealed that social presence items, perceived as the least important of the CoI subscales, yielded the gap scores with least variability, while gaps in teaching presence items revealed areas where instructors might focus more attention. Multiplicative scores for each item were computed as the product of an item's course rating score and its corresponding importance rating. Even when including this additional measure of perceived importance, factor analysis of multiplicative scores (item rating * importance rating) supported the CoI model's tripartite structure, and so prior validation studies. IntroductionThe issues addressed in this research are the relevance of the items in the Community of

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“…Finally, a two-way statistical Analysis of Variance (2 x 3 ANOVA) was calculated based on the comparison of the perceived level of instructor presence reported on Shea et al's (2006) Teaching Presence Scale from exposure to the experiment's treatment conditions. The means and standard deviations of presence scale scores for each condition are reported in Table 9.…”

Section: Perceived Presence Of the Instructormentioning

confidence: 99%

“…Teaching Presence Scale Items (Shea et al, 2006) (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)…”

Section: Appendix D Teaching Presence Scalementioning

confidence: 99%

Learning to speak in the digital age: an examination of instructional conditions for teaching public speaking online

Butler

2017

Voice and Speech Review

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This dissertation study quantitatively measured the performance of 345 students who received public speaking instruction through an online platform presented in one of six experimental conditions in order to explore the ability of online lectures to replicate the characteristics of instructor presence and learner interaction traditionally associated with face-to-face public speaking courses. The study investigated the following research Additionally, the study collected qualitative feedback from participants on their experience in order to improve understanding of how to effectively design lectures for public speaking courses.Results of the study were unable to statistically distinguish between students assigned to treatments that varied in both modality and level of activity. However, a ii significant finding of this study is that learning gains and students' perception of instructor presence were positive across all conditions.

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A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses

Cited by 527 publications

References 9 publications

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

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

Student ratings of the importance of survey items, multiplicative factor analysis, and the validity of the community of inquiry survey

Learning to speak in the digital age: an examination of instructional conditions for teaching public speaking online

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