ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT

This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer’s model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories – design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.

• Publication year

  2019

• Venue

  Online Learning

• Publication date

  2019-03-19

• Fields of study

  Computer Science, Education

• Identifiers
  DOI 10.24059/OLJ.V5I2.1875
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• Pilot testing shows differences in the extent and type of teaching presence across graduate level online courses.

  Confidence 0.87

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review
• Teaching presence is operationalized as three categories: design and organization, facilitating discourse, and direct instruction.

  Confidence 0.95

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review
• An assessment instrument for teaching presence is built to identify transcript indicators in a computer conferencing context.

  Confidence 0.96

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review

• computer conference transcripts

  data source

  The text records of online discussions that are searched for teaching-presence indicators.

  Aliases: transcripts

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review
• computer conferencing context

  setting

  The online discussion environment in which course interaction is examined for teaching presence.

  Aliases: computer conference context

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review
• critical thinking and practical inquiry model

  framework

  The analytical model from Garrison, Anderson, and Archer that guides how transcript evidence is interpreted.

  Aliases: practical inquiry model

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review
• design and organization

  category

  The teaching-presence category covering how a course is structured and planned.

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review
• direct instruction

  category

  The teaching-presence category covering explicit instructor explanation and guidance.

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review
• facilitating discourse

  category

  The teaching-presence category covering the instructor's support and guidance of discussion.

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review
• graduate level online courses

  course setting

  Graduate courses delivered online that provide the pilot-testing setting for the assessment tool.

  Aliases: graduate online courses

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review
• indicators

  signal

  Observable transcript features used to identify the teaching-presence categories.

  Aliases: transcript indicators

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review
• teaching presence

  construct

  The instructional role in an online course that is assessed through transcript evidence in this paper.

  박진우 (dztg5apj7m) extraction뀨 (7c402c1b98) reviewB (s683577b42) review

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