scholarly journals Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Andrew William Cole ◽  
Christopher Anderson ◽  
Thomas Bunton ◽  
Maura R. Cherney ◽  
Valerie Cronin Fisher ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Student Motivation ◽  
Student Outcomes ◽  
Online Courses ◽  
Teaching Presence ◽  
Instructor Feedback ◽  
Perceptions Of Teaching ◽  
Using Data ◽  
Community Of Inquiry Framework

As debates over the value and effectiveness of online courses continue, more research is needed to assist in identifying predictors of positive student outcomes in online courses. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001; Garrison, Anderson, & Archer, 1999), this study sought to identify predictors of student motivation toward online courses. Results from a hierarchical multiple regression, using data from 170 online undergraduate students, suggest that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide strong prediction of student motivation toward online courses.

A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses

2013 ◽  
pp. 67-83 ◽  
Author(s):  
Kathleen Sheridan ◽  
Melissa A. Kelly ◽  
David T. Bentz
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Online Courses ◽  
Survey Design ◽  
Teaching Presence ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Follow Up Study

The purpose of the study presented in this chapter was to examine students’ perceptions of the importance of various indicators of teaching presence for their success in online courses. A cross-sectional survey design was used to identify the indicators that students perceived to be most important and to determine whether there were potential differences between graduate students and undergraduate students in terms of the students’ perceptions. Although the indicators that students rated as most important were similar for both groups of students, there were statistically significant differences for a few of the indicators. Students’ comments suggested additional indicators and provided insights about the importance of dispositions in online courses.

Student perceptions of the effectiveness of group and individualized feedback in online courses

First Monday ◽  
2008 ◽  
Author(s):  
Philip Ice ◽  
Lori Kupczynski ◽  
Randy Wiesenmayer ◽  
Perry Phillips
Keyword(s):  
Online Learning ◽  
Best Practices ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Mixed Methods Research ◽  
Online Courses ◽  
Future Research ◽  
The Face ◽  
Individualized Feedback ◽  
Community Of Inquiry Framework

While an abundance of research exists on best practices in the face-to-face classroom, the same is not true for online learning. In this new and constantly evolving environment, researchers are just beginning to understand what constitutes effective learning strategies. One of the most well recognized models for explaining online learning is the Community of Inquiry Framework (CoI). However, despite its recent empirical validation, the CoI provides only general indicators of effectiveness, not guides to specific practices. This study looks at a common practice, providing students with feedback, and assesses whether narrowly targeted, individualized feedback or group feedback is more effective. Through mixed methods research the authors examined student preferences and strategies by student level, finding that while there is no one best solution there are strategies that appear most appropriate for different learner levels. Suggestions for implementing best practices and directions for future research are also discussed.

How use of learning management system mediates the relationships between learner interactions and learner outcomes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jamie Costley ◽  
Ashleigh Southam ◽  
Daniel Bailey ◽  
Shaibou Abbdoulai Haji
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Student Outcomes ◽  
Online Courses ◽  
Content Type ◽  
Positive Effects ◽  
Learner Outcomes ◽  
Use Of Technology ◽  
Learner Interactions ◽  
Learning Management

Purpose Online learning and the use of technology-based learning management systems (LMS) are on the rise in higher education. The purpose of this study is to explore how the frequent use of these LMS mediates the relationship between three types of learner interactions and student outcomes. Design/methodology/approach This was an exploratory study using surveys that collected information on students’ use of LMS, their interactions and student outcomes. The participants of this study consisted of 362 undergraduate students from a South Korean University who were taking online classes as part of their degree. Findings The findings support existing research that increased learner interactions have positive effects on learning outcomes. However, some of the positive effects were reduced when considering the effect of higher levels of LMS use. In particular, learner-to-learner interactions. Research limitations/implications This information will enable educators to identify, measure and evaluate their online courses and consider how to integrate LMS use effectively. Results imply that focus may need to be on how learner to learner interactions can be best supported through the application of LMS. Practical implications This information will enable educators to identify, measure and evaluate their online courses and consider how to integrate LMS use effectively. Social implications Learner-to-learner interaction through social networking platforms may be more beneficial in socially constructing knowledge than formalizing interaction through LMS. Originality/value This study contributes to the field of online learning by suggesting that the importance of some types of learner interactions may be overestimated in relation to the importance of LMS use.

scholarly journals Applying the community of inquiry framework to an online professional practice doctoral program

2011 ◽  
Vol 12 (6) ◽  
pp. 126 ◽  
Author(s):  
Swapna Kumar ◽  
Kara Dawson ◽  
Erik W Black ◽  
Catherine Cavanaugh ◽  
Christopher D Sessums
Keyword(s):  
Social Presence ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Graduate Programs ◽  
Doctoral Program ◽  
Lessons Learned ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Community Of Inquiry Framework

The community of inquiry (CoI) framework has commonly been used to study teaching and learning in online courses (Garrison, Anderson, &amp; Archer 2000). This paper describes the implementation of the CoI framework in a cohort-based online EdD program, where teaching presence and cognitive presence were easier to foster than social presence. Based on the results of an initial evaluation, suggestions are made to expand the components of the CoI framework when using it at a program level. Lessons learned from the implementation are also shared to assist others wishing to apply the CoI framework to online graduate programs. <br /><br />

scholarly journals A Cross-institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success?

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Tanya Joosten ◽  
Rachel Cusatis ◽  
Lindsey Harness
Keyword(s):  
Student Perceptions ◽  
Low Income ◽  
Student Outcomes ◽  
Course Design ◽  
Online Courses ◽  
Educational Institution ◽  
Underrepresented Students ◽  
Student Survey ◽  
Instructional Characteristics ◽  
Student Information

A study was conducted to examine instructional characteristics and their relationship to student outcomes in online courses at a 2-year and 4-year higher educational institution.  Instructional characteristics included learner support, course design and organization, content design and delivery, interactivity (student-instructor and student-student), and assessment and evaluation.  A student survey instrument was created that captures student perceptions of the instructional characteristics of their course, their learning, and their satisfaction with the course.  The data collected from the student survey was merged with data from institutional student information systems (e.g., demographics and course grade).This article examines the relationship between these instructional characteristics, sometimes referred to as indicators of online course quality, and their relationship to student outcomes for all students and for underrepresented students.  Significant findings from multiple regression analyses are reported.  Additional analyses were conducted to examine differences among underrepresented students (minorities, first-generation, low-income, students with impairments/disabilities) using MANOVA.  No significant differences are reported.  

scholarly journals AN EMPIRICAL VERIFICATION OF THE COMMUNITY OF INQUIRY FRAMEWORK

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Ben Arbaugh
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Teaching ◽  
Mba Students ◽  
E Learning ◽  
Community Of Inquiry Framework

The purpose of this paper is to report on the results of a study that examines whether the CoI dimensions of social, teaching and cognitive presence distinctively exist in e-learning environments. The rest of the paper is organized as follows. First, I will briefly review recent studies on the dimensions of this framework: social, cognitive, and teaching presence. Second, I discuss the development of the sample of MBA students in online courses over a two-year period at a Midwestern U.S. university and the items used to measure the CoI dimensions. Next, I will describe the results of an exploratory factor analysis, including an interpretation of the emerging factors. Finally, I will discuss how these findings relate to conclusions presented in Garrison’s review of recent research related to the CoI and present some possible directions for future research.

scholarly journals Student Perceptions Of The Online Classroom: An Update

2011 ◽  
Vol 5 (10) ◽  
Author(s):  
John R. Tanner ◽  
Thomas C. Noser ◽  
Michael W. Totaro ◽  
Rachelle Birch
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Online Courses ◽  
Faculty Members ◽  
Online Faculty ◽  
University Administrators ◽  
Online Classroom ◽  
Realistic Expectation ◽  
The Future ◽  
Southern Universities

In this paper, the authors compare perceptions of 2001-2002 undergraduate students toward online courses, with the attitudes of undergraduate students matriculating in 2005. Specifically, a questionnaire developed and used in a study during the period 2001-2002, in which there were eight hundred ninety-six (896) undergraduate students at two medium-sized southern universities, was again given to six hundred twenty-six (626) undergraduate students at these same two universities in 2005. The results suggest that students continue to have questions about the overall appeal of online courses, despite the fact that three to four years have elapsed. The results of this study should be of interest to university administrators, faculty members, and students who plan to offer, teach, or take online courses in the future. This information may be helpful to university administrators in deciding which types of courses at their universities might be offered online. Faculty who are considering teaching one or more online courses may find the results of this study helpful in structuring these online offerings. This research is also intended to give students a realistic expectation of what to anticipate from online courses, based upon information we have found and studies we have done.

scholarly journals Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach

2010 ◽  
Vol 11 (3) ◽  
pp. 127 ◽  
Author(s):  
Peter Shea ◽  
Suzanne Hayes ◽  
Jason Vickers
Keyword(s):  
Content Analysis ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Teaching Presence ◽  
Quantitative Content Analysis ◽  
Threaded Discussion ◽  
Quantitative Content ◽  
The Us ◽  
Online Environments ◽  
Community Of Inquiry Framework

With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.

scholarly journals Instructor Impact on Differences in Teaching Presence Scores in Online Courses

2021 ◽  
Vol 22 (3) ◽  
pp. 55-76
Author(s):  
Holly Fiock ◽  
Yukiko Maeda ◽  
Jennifer C. Richardson
Keyword(s):  
Instructional Design ◽  
Process Model ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Course Design ◽  
Online Courses ◽  
Teaching Presence ◽  
Future Research ◽  
Constructivist Learning Environment ◽  
Community Of Inquiry Framework

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.

scholarly journals Digital resilience in higher education in response to COVID-19 pandemic: Student Perceptions from Asia and Australia

2021 ◽  
Vol 18 (5) ◽  
pp. 108-134
Author(s):  
Rajaraman Eri ◽  
◽  
Prasad Gudimetla ◽  
Shaun Star ◽  
Josh Rowlands ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Technological Advancement ◽  
Digital Competence ◽  
Digital Innovation ◽  
Learning And Teaching ◽  
Using Data

COVID-19 has transformed higher education learning and teaching practices globally. Tertiary students, internationally face both opportunities and challenges in learning and adapting to this paradigm shift in the delivery of education. It remains unclear how students in international contexts are responding to these changes in digital learning during and post-COVID-19. This paper aims to compare student perceptions of digital competence, confidence, and resilience in present times using data from surveys of tertiary students from Australia, Cambodia, China, India, and Malaysia. There are disparities not only in the teaching and learning pedagogies amongst these countries but also in the levels of technological advancement, infrastructure support, and pace of digital innovation in the delivery of courses. These differences have put in focus students’ both digital competencies and resilience as they pursue higher education on various digital learning platforms. Resilience includes the ability to bounce back or adapt from stress (Smith et al., 2008) Digital resilience is students’ tech-savviness and preparedness to adapt to different digital environments as they pursue higher education. This paper examines the perceptions of tertiary undergraduate students from these countries in this emerging new digital learning norm-. A total of 687 tertiary students from the aforementioned countries participated in a survey to questions related to digital competence, confidence in using and/or adapting to digital innovation, and resilience. Statistically significant attributes are identified to help better understand the challenges these culturally diverse students perceive in digital learning environments. This study will reveal barriers that impact the digital transformation of undergraduate students which can be used to recommend necessary teaching and learning support frameworks to enhance their digital competence and resilience. This will help tertiary institutions better equip all stakeholders in adapting to the new normal of higher education in the future.

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