A Study of Teaching Presence and Student Sense of Learning Community in Fully Online and Web-Enhanced College Courses.

摘要: Abstract This paper focuses on two components of a model for online teaching and learning—“teaching presence” “community”. It is suggested that previous research points to the critical role community plays in academic success persistence higher education. Through review recent literature it proposed presence–viewed as core roles instructor–is promising mechanism developing learning environments. investigation presents multi-institutional study 1067 students across 32 different colleges further substantiates this claim. An instrument assess instructor presence (“The Teaching Presence Scale”) presented validated. Factor regression analysis indicate significant link between students' sense effective instructional design “directed facilitation” part course instructors, highlights interesting differences classroom Alternative hypotheses regarding student demographics associated with variables such age (the “net generation” effect) gender are also examined. Despite assertions younger or soon will be too sophisticated “feel at home” largely text-based asynchronous environments, no effects were found by demographic Recommendations design, pedagogy, future included.