Leveraging Teaching Presence in Online Courses

2016 ◽  
pp. 1687-1711
Author(s):  
Kun Huang ◽  
Sang Joon Lee ◽  
Ashley Dugan
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Social Issues ◽  
Learning Experience ◽  
Essential Elements ◽  
Two Dimensions ◽  
Teaching Presence ◽  
Online Course ◽  
Research And Practice

The Community of Inquiry (CoI) framework has been widely used to guide the research and practice of online courses. In the CoI framework, three essential elements were identified to be critical for a successful online learning experience: social, cognitive, and teaching presences. While the three presences are overlapping and interdependent, teaching presence is known to be key to the creation of a community of inquiry by addressing cognitive and social issues. Starting with an overview of the CoI framework, this chapter mainly focuses on teaching presence and its two dimensions: instructional design and organization and directed facilitation. Specific strategies and examples for each dimension to leveraging teaching presence in a technology-rich online course are presented and described. In addition, a student's learning experience in the course is also shared to provide a student's perspective of the strategies.

Leveraging Teaching Presence in Online Courses

2016 ◽  
pp. 113-137
Author(s):  
Kun Huang ◽  
Sang Joon Lee ◽  
Ashley Dugan
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Social Issues ◽  
Learning Experience ◽  
Essential Elements ◽  
Two Dimensions ◽  
Teaching Presence ◽  
Online Course ◽  
Research And Practice

The Community of Inquiry (CoI) framework has been widely used to guide the research and practice of online courses. In the CoI framework, three essential elements were identified to be critical for a successful online learning experience: social, cognitive, and teaching presences. While the three presences are overlapping and interdependent, teaching presence is known to be key to the creation of a community of inquiry by addressing cognitive and social issues. Starting with an overview of the CoI framework, this chapter mainly focuses on teaching presence and its two dimensions: instructional design and organization and directed facilitation. Specific strategies and examples for each dimension to leveraging teaching presence in a technology-rich online course are presented and described. In addition, a student's learning experience in the course is also shared to provide a student's perspective of the strategies.

Learning and Satisfaction in Online Communities of Inquiry

2011 ◽  
pp. 23-35 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Student Learning ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Learning Experience ◽  
Higher Learning ◽  
Teaching Presence ◽  
E Learning ◽  
Actual Learning ◽  
Study Student

The purpose of this chapter is to explain the capability of the Community of Inquiry (CoI) framework as a research model to study student learning and satisfaction. The framework identifies three elements (social, cognitive, and teaching presence) that contribute directly to the success of an e-learning experience through the development of an effective CoI. It is argued that a CoI leads to higher learning and increased satisfaction. The chapter presents findings from two online courses designed using the CoI approach. Overall, the students in these courses had high levels of perceived learning and satisfaction, as well as actual learning outcomes.

scholarly journals The Characteristics of Successful MOOCs in the Fields of Software, Science, and Management, According to Students’ Perception

10.28945/3614 ◽  
2016 ◽  
Vol 12 ◽  
pp. 247-266 ◽  
Author(s):  
Simona Holstein ◽  
Anat Cohen
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Course Success ◽  
Massive Open Online Course ◽  
Software Science ◽  
Quantitative And Qualitative Methods

The characteristics of successful MOOCs were explored in this study. Thousands of student reviews regarding five xMOOCs (Massive Open Online Course) in the fields of software, science, and management were extracted from the Coursetalk website and analyzed by quantitative and qualitative methods using the Garrison, Anderson, and Archer (2000) Community of Inquiry (CoI) model. The 14 characteristics found to contribute to the success of MOOCs (e.g., teacher, atmosphere, exercise) were partitioned into the teaching, social, and cognitive presence elements. In addition, cluster analysis revealed five types of learners, based on the characteristics they mentioned for course success: atmosphere, exercise, teacher, exam, and unspecified. This divides learners into groups that may prefer social, cognitive, or teaching presence. The findings of this study negate the perception that xMOOCs mostly contain teaching presence elements. This research contributes to the understanding of characteristics that contribute to successful MOOCs and sheds light on the students, too. Listening to the voices of the students and the types of characteristics that they chose to mention, enables further exploration of their preferences and expectations regarding MOOCs and, accordingly, to future adaptation between students’ preferences and MOOC characteristics.

scholarly journals Examining Learners’ Interaction in an Open Online Course Through the Community of Inquiry Framework

2017 ◽  
Vol 20 (1) ◽  
pp. 61-79 ◽  
Author(s):  
Mohsen Saadatmand ◽  
Lars Uhlin ◽  
Maria Hedberg ◽  
Lotta Åbjörnsson ◽  
Maria Kvarnström
Keyword(s):  
Professional Development ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Local Level ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Course ◽  
Online Tools ◽  
Learner Interaction

Abstract Open online courses are becoming more prevalent at local level and for and professional development objectives. Proper instructional design combined with use of online tools can promote learner interaction in online environments. Using the Community of Inquiry (CoI) framework, this study aimed at examining learners’ interaction and their perceptions of teaching presence, social presence, and cognitive presence in an open online course offered for professional development in three Swedish universities. The course was free and open to all, attracting participants from all over the world. In order to understand the online interactions of the course, three presences of CoI were matched to three types of interaction (Moore, 1989). Data were collected through a slightly revised version of the CoI instrument and open-ended questions were added. Survey results showed that participants had high perceptions of the three presences in the course. Results also yielded significant relationships between teaching presence and cognitive presence, as well as social presence and cognitive presence. The findings suggest that deploying a set of online tools combined with appropriate pedagogical approaches in designing open online courses could foster learner interaction especially learner-content interaction and cognitive presence.

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.

Using Video to Foster Presence in an Online Course

2013 ◽  
pp. 166-176
Author(s):  
Sharon Stoerger
Keyword(s):  
Learning Environments ◽  
Social Cognitive ◽  
Online Courses ◽  
Teaching Presence ◽  
Online Course ◽  
Video Content ◽  
Face To Face ◽  
Sense Of Presence ◽  
Rich Media

By definition, presence makes individuals feel connected and part of a community. Yet, creating presence among the students and their instructor does not happen automatically and can be especially challenging to develop in online courses. In these learning environments, interactions are frequently text-based and asynchronous. The visual and auditory cues generally associated with face-to-face interactions are absent. However, easy-to-use, inexpensive technologies to create audio and video content are emerging, and they can foster presence in educational settings. This chapter investigates the use of rich media to promote social, cognitive, and teaching presence. Specifically, instructor-created videos were used to enhance the sense of presence in a fully online course. Responses to surveys, reflections, and unstructured follow-up interviews suggest that students prefer the richer mode of communication, indicating that they felt a greater connection to the instructor as well as their classmates.

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 Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Moon-Heum Cho ◽  
Scott Tobias
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Online Discussion ◽  
Teaching Presence ◽  
Online Course ◽  
Significant Difference

<p class="Style2">Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning environments have rarely been investigated.  The purpose of this study was to examine the role of online discussion in student learning experiences measured with community of inquiry, learner time, satisfaction, and achievement.  One instructor taught the same online course for three consecutive semesters using three different conditions.  During one semester enrolled students engaged in no discussion, during another semester they engaged in discussion without instructor participation, and in the remaining semester they engaged in discussion with active instructor participation.  No significant differences were found among conditions in cognitive presence and the instructor’s teaching presence, whereas significant difference was found in social presence among conditions.  No significant differences among conditions were found time spent on Blackboard, course satisfaction, and student achievement.  Implications for online teaching and learning as well as for designing an online course conclude the paper.</p>

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